yC-NRLF 


;  "llllllllllllll 


<^    ?    b33    TiQ 


DEPARTREITT  OF  THE   IN'TERIOR 
bUBSi.U  OP  EDUCATION 
V/.iSHH^GTOlT 


I  r  I  zjLZLg-   ^  Q  ^  ^-^'  "^  ^  ^  °-- 


"The  Scho 


01  situatia«  is  a  national  memcc." 


Eoadqu-.rtere 

^•/'--.SHiraTON  HOTEL 
Washington, 
D.C. 


^lAlN  LIORARY  (-(?M-*<^  ■  U--</h^.     • 


i~  L  lo  U 

NATIONAL  GTTIZENq*  CONF^Pl^NCE  Oil  EDUCATION         f\j 3 


HELD  TINDER  At^P!PTCKS  OF  TPE  DE^AR"^- 
MT^N?  OF  TN'^ERTOR>  BUPEAU  OF 
EDUCATION,  ^A^HITOTON, 
D.C, 

(The  Tfednosday  Evening,  May  19,  1920,  session  was 
convened  at  8  o'clock  p.m.,  /ith  Dr.  P.P.  Claxton,  United 
States  Commissioner  of  Education,  presiding.) 

Prsceaing  the  fornal  portion  of  the  program,  a  very  in- 
teresting preliide  of  eong  v/as  conducted,  the  monbers  of  the 
conference  joining  heartily  in  the  singing. 

THE  CHAIRMAN  OF  THE  CON^ER^FCE,  DR.  CLA'T'ON:   I  am  sure 
we  have  all  thoroughly  enjoyed  this  season  of  song  in  ^'hich 
we  have  participated,  undar  the  splendid  leadership  of  Miss 
Streeter.   I  have  been  reminded  of  a  little  incident.   Once 
upon  a  tine  I  spoke  ^efore  an  Bpworth  League  organization  on 
"The  Study  of  Botany  at  first  hand,"  and  the  director  of  the 
meeting,  \7anted  to  fit  the  music  to  the  program,  in  order 
that  those  prasint  might  sing  something  appropriate  to  the 
occasion  and  the  subject  under  discussion  said:  "Lst  us  sing 
'Nothing  but  Leaves,  the  Spitit  Breathes.'*"  (Laughter) 

Soon  after  I  v/as  appointed  Commissioner  of  Education,  I 
was  in  the  State  of  Pennsylvania  at  a  teachers'  institute 
where  there  were  fifteen  hundred  to  two  thousand  people,  and 
if  you  have  ever  been  at  one  of  their  great  institutes,  you 
know  ho\T  they  can  sing.   And  the  Cliairman  said,  "I'fe  have 
with  us  today  our  nev;  Comraissioner  of  Education.  He  is  from 
the  South.   Before  I  introduce  him,  let  us  make  him  feel  at 
home.   Lat  us  give  him  a  royal  Trelcome.   Let's  stand  and 
sing:  ''Marching  Through  Georgia?'"   (Laughter  and  applause) 
That  was  the  spirit  of  helpfulness  and  cheer,  and  p>ut  the 
Cammissioner  in  the  right  mood  tc^ard  speaking,'  (Erolonged 
laughter) 

It  falls  to  ray  lot  first  to  make  an  explanation  or  two 
with  regard  to  H^q   purposes  and  scope  of  the  conference.   As 
the  program  was  first  outlined,  and  as  it  stood  until  two  or 
three  days  ago,  when  it  went  to  the  press,  it  was  intended 
that  the  Secretary  of  the  interior,  the  Honorable  John  Barton 
Payne,  would  preside  at  the  meeting  this  evening.   We  exceed- 
ingly regret  that  it  was  not  possible  for  Secretary  Payne  to 
be  present.   Another  exception  is  to  be  made  also.   It  was 
3xpected  that  the  former  Secretary  of  the  Interior,  Honorable 
Franklin  K.  Lane,  would  speak  tonight,  and  that  v/as  part  of 
the  program  until  a  very  few  days  ago,  when  the  former  Secre- 
tary iTired  th&t  it  would  be  impossible  for  him  to  be  here. 
That  makes  it  necessary  to  make  another  explanation  to  T<Hi, 
and  that  is,  that  this  conference  could  have  been  much  bet+;er 
attended,  and  would  have  had  a  larger  nxomber  of  persons  of 
both  Democratic  and  Republican  pursuasion  whom  we  had  hoped  t 
have  here,  and  should  have  had  here,  had  the  conference  been 
held  a  month  earlier.   You  who  are  connected  with  schools 
knov;  how  inconvenient  it  is  to  come  at  this  time  of  the  year 
across  the  continent.   If  you  have  connected  with  politics  i.- 
a  year  when  most  people  are  candidates  for  President.'  (Laugh.. 
then  you  kno-/  how  difficult  it  is  for  that  class  of  people  tc- 
come.   However,  there  is  a  good  attendance  here,  and  I  am 

/♦  o  '■•  c> 


-3- 


aniong  us  anyone  Mho   is  not  educated  and  not  rrepared  for  the 
fullast  possible  life,  for  production,  and  for  good  citizenship 
in  our  Democracy. 

I  need  not  renind  you,  or  need  only  remind  you,  of  -7hat  nai 
happened  in  the  'Torld  in  these  last  six  years;  and,  thirl,  what 
wealth  of  the  norld  has  been  spent  in  v/arfare.   More  than  twenty 
millions  of  people  have  diod  or  been  killed  in  ^attle,  or  as  the 
direct  or  indirect  result  of  the  war.   Men  and  "/omen,  in  the 
prime  of  life,  the  very  best,  these  who  were  best  physically  and 
mentally,  those  v;ho  v/etild  have  been  producing  ag'^jnts  in  the  next, 
—  in  the  generation,  the  next  ten,  fifteen,  tv/enty  years,   Pro~ 
tably  twice  that  many  have  been  more  or  less  disabled.   The  wor] 
has  been  reduced  comparatively  to  poverty.   There  are  countries 
in  which  there  is  not  food,  clothing  or  shelter,  or  the  means  of 
providing  it.   More  than  that,  the  vrorld  had  become  chaotic  in 
its  civic  and  political  life.   Empires  have  crumbled;  boundary 
lines  have  been  wiped  out;  new  states  have  been  born;  the  old 
centres  have  been  discredited;  and  the  old  traditions  have  been 
forgotten.   There  has  been,  as  it  were,  a  great  explosion.   The 
great  destruction  of  vrar  has  been  going  on,  and  the  old  things 
have  passed  away,  and  behold  all  things  are  becoming  new}   A  new 
vTorld,  a  new  civilization,  a  nav/  order  of  things  are  gradually 
emerging.   The  time  that  tries  men's  soul  is  not  during  the 
passion  of  war.   At  that  time  our  very  anim.al  nature  spurs  us  on 
to  do  whatever  is  to  be  done.   The  time  that  tries  men's  souls 
comes  after  the  war.   Tl;g  time  that  tries  m.en's  souls  comes  when 
the  \/ave  of  enthusiasm  recedes,  and  when  the  great  constructive 
tasks  begin.   And  I  am  sm-e  none  of  you  here  are  deceived  enough 
-to  believe  that  v/ar  is  ever  constructive  within  itself.   It  is  as 
if  I  should  take  some  tons  of  dynamite  and  put  it  under  the  foun- 
dations of  this  building,  and  blow  it  into  atoms,  hurtling  them 
into  the  air;  Then  v/ould  come"  the  process  of  reconstruction,  of 
rebuilding;  and  x/hat  with  more  generous  appropriations  ard  along 
fairer  lines,  if  we  know  how  to  do  it,  if  we  have  the  intelligence 
and  the  patience.   And  that's  the  task  before  us  now. 

Not  siboe  the  fall  of  the  Roman  Empire,  certainly  not  since 
the  building  of  the  modern  nations  has  the  world  had  an  oppor- 
tunity such  as  it  now  has;  and  the  opportunity  and  responsibility 
rests  chiefly  on  us  here  in  these  United  State's.   No  country  has 
been  looked  to  as  we  are  by  all  the  world  since  the  fall  of  the  Pc 
man  Empire,  and  more  depends  on  us  than  we  can  easily  understand. 

But  in  the  Dsnocracy,  a  rill  all  things  vtait  on  Education, — 
the  reproduction  of  the  wealth  of  the  world  or  the  creation  of 
wealth  to  take  the  place  of  that  which  las  been  destroyed  to  pay 
the  debts  of  the  world. 

In  1908  the  indebtedness  of  all  the  nations  of  the  world, 
ttotal  indebtedness,  was  only  about  thirty  six  billions  of  dollars, 
Most  of  that  for  old  wars.   The  indebtedness  of  the  United  States 
today  is  a  goo:i  two-thirds  of  that  or  more,  and  other  nations  pile 
up  their  hundreds,  and  ws  are  about  to  levy  an  indemnity  on  one 
nation.   The  total  indebtedness  of  the  whole  vrorld  in  190f ,—  and 
these  debts  must  ba  paid  by  wealth,  and  I  need  not  tell  you  or  ma ■-■ : 
any  argument  now  to  show  to  you  that  vjealth  depends  on  the  educa- 
tion of  the  people. 

There  are  only  three  factors  in  the  production  of  material 
wealth,  —  just  three. factors  enter  into  the  product.   One  is  the 
natural  resources  of  vhe  country,  the  fertility  of  the  soil  in 
its  depth,  the  forests, the  mines,  the  water  power,  the  climatic 
condition,  and  other  things  of  that  kind.   The  second  is  the 
native  body  of  the  people,  whether  they  BJ£»y  be  tall  and  broad 


~4- 


shouldered,  tliree-story  hurian  types,  of  good,  ability,  or  --rhether 
they  are  v/eaklings,  lox7-broueci  and  nerved,  their  constitutions 
sapped  by  the  vices  and  excesses  of  their  ancestors  before  they 
.;er3  born.   Those  t'lo  factors  are  fixed.   You  cannot  changp  the 
natural  reaouroas  of  a  country  nuch,  Only  through  slov/ly  sw'.-.;v'it::g,. 
centuries  can  you  change  the  native  ability  of  the  people.   The 
tnird  factor  is  the  acquired  ability,  the  thing  you  call  education... 
that  oor.es  directly  or  inlirectly  fron  and  thru  the  schools,  and 
that  is  the  variable  factor,  anl  as  that  varies  does  the  product  of 
n.aterial  v;ealth  vary;  and  I  airi  sure  the  foriula  holds  jf  you  vould 
give  fixed  values  to  then.    I  need  not  go  into  detail.   Call  X 
the  natural  resources  of  the  country,  Y  the  rative  ability  of  the 
people.   Four  times  six  is  t-,7enty-four.   Then  suppose  you  give  th'^ 
value  one  united  to  the  Qoquired  ability  of  education,  the  product 
is  twenty-four.   But  increase  that,  double  it,  and  nake  it  tvo,  anr" 
six  tiaes  t'.tc  is  forty-eight.   Mcike  it  three  and  six  times  three  is 
seventy-t  lo.  Six  times  four  tines  five  is  one  hundred  and  twenty. 

And  six  times  four  tines  five  tire  ten  is  two  hundred  and  forty.  Ai: 
is  so  far  as  you  have  been  able  to  find, the  formula  holds  v;ithout 
variation  for  all  the  values  that  you  nay  give  to  X.   The  native, or 
acquired  ability  of  the  people  even  to  the  extent  of  X  being  zero, 
and  if  you  ^rant  to  see  v;hether  it  is  true  or  not,  imagine,  for  in- 
stance, for  a  mordent,  that  qll  the  education  of  the  people  should 
rass  away.   We  forget  our  science,  our  mathematics,  our  medicine, 
and  re   forget  to  read  and  write,  and  all  the  education  and  training 
of  the  people  that  differentiates  us  from  the  savagry  and  barbarism^ 
of  our  forefathers,  suppose  It  all  s^/ept  away,  then  vvatch  to  see 
IFfeJtf -takes  place.   Your  i7ealth  v;oula  be  gone,   Ninety-nine  percent 
of  all  the  vTcalth  of  this  country  is  due  to  the  schools  and  the 
teachers  of  the  country.   They  are  the  important  wealth  producers 
of  the  country  as  no  other  people  are;  and  to  reproduce  the  wealth 
to  pay  the  debts  and  feed,  clothe,  shelter  the  ^orld,  ani  to  aive  it 
a  start  economically  again,  it  is  incum'-^ent  upon  us  to  educate  all 
the  people  for  the  highest  quality  md  degree  of  production. 

Again,  this  civic  life  -ind  the  political  life,  —  vq   are  the 
oldest  of  the  Democracies  of  the  world,   The  'torld  shall  learn 
from  us  l-:rgely.  They  look  to  us  not  only  for  tbaSjyy,  but  for 
example.   And  the  world  is  chaotic.   In  some  sections. Bxtrene  re- 
action in  any  country  a.lv/ays  follows  when  reople  become  disgusted 
with  the  other  tendency  toward  class  government.   And  at  the  end 
disintegration,  and  to  save  themselves,  as  after  the  Napoleonic 
wars,  and  the  great  French  Revolution,  it  svfept  back  the  whole  world 
for  a  generation  into  A'jtocracy;  and  then  they  began  to  build  again 
on  the  principles  of  freedom.  And  there  is  danger  of  that  taking 
place  in  the  other  tbingw,  gravsr  lansror  cf  .class -gcivernmant,  of 
m.i sunder 8 t.-.ndlnr3  of  v*hu,t  Democracy  ia-and  appeal  to  the  individual 
wi,8  -.78  do  In  the  preamble  to.  our  Declaration  cf  Independence,  that 
all  men  are  created  equal  ^ith  cert :*in  inalienuble  rights,  among 
which  are  lif^,  liberty  und  the  pursuit  of  happiness,  And  tho  aquu.!- 
ity  of  opportunity  we  should  have  put  in.  T.i   wonder  if  Mr.  Jefferscr 
didn't  forgot  the  individual?   And  ne   are  likely  to  state  it  in 
this  form,  that  all  classes  of  people  are  created  equal,  and  that 
they  may  come  toaethor  with  their' representatives .  to  fight  it  cut, 
and  ccms  to  some  kind  of  ccnprcmdso  ^between  class' interests.   And 
that  has  no  relation  to  the  kind  of  Democracy  to  which  we  are  dedi- 
Cy,ted  in  this  country,  und  to  disinte'^ration  and  anarchy,  and  it  will 
require  a  high  degree  of  political  and  civic  knowledge  and  wisdom 
to  enable  us  for  the  next  generation  to  walk  the, sane  path  ct   De- 
rrccracy  botv;een  extreme  react  ion  on  the  one  side  and  class  gcvern" 
Tcxiut,   anarchistic  disintegration  on  the  other,  because  both  cf  these 
tendencies  are  in  the  world  rampant j  they  are  in  one  form  or  another 
in  various  parts  of  the  country.   And  the  world  is  now  so  closely 
knitted  together  that  'thatever  affects  one  part  cf  it  affects  all. 
(Dherefore,  for  our  political  salvation  it  is  necessary  that  we 
educate  our  people  to  a  degree  v/e  have  not  before. 


-5- 

"But  man  cannot   live  by  brsad  alcno."       V's  are  net  nijre  aiiinnC 
tc    3at  and  tc  be  confcrtabla  bodily  and  physically.        Man  la  a 
political  anir.'idl,    and  politics    i.^   t^s   highsat   science  ?nc.-ni  arnc- 
rran,    and  th^i  noblest,    if   rightly  practiced.        But  ■:ia  are  net   o:~ 
litical  aniLit.lg  alone.      Our  human  being  is   sr.nething  rxD  than 
that,   and  r.-aterial  -lealth   and  political  organizations  exiat   rnly 
that   luan  ;  .ay  cjine  tc  hi:3  c-.;n  spiritually  in  sv/eetness  and  life, 
rith  all  culture;    and  that   there  ray  be     equality  and  afull  oppor- 
tunity,   as  nearly  aa  pcssible,   for   ^very  individual  tc  arrive  at 
the  full  atatur  3  <:t  ranhood,   tc  stand  er^^ct .    and  feelthat  he    iB 
a  son  c  f  God. 

And  that  there  rray  bo  culture  for  the  great  inass   cf  people, 
as   nearly  as  p'^STible  f  f  r  all   cf   them  again,    it   is  necessary  that 
\7e   ohall  net  cnly  extend  our  education,    but  that  v/e  shall  readjust 
it  and  readapt   it.      I  use  the    Tcrd  "readjust"   rather  than  recon- 
struct,  because  reoonstructic  n  has  cone  to  carry  \7ith  lit   in  the 
u.inds  :f  the  people  the   idea  cf  building  with  new  material.     Hut 
the  material   is  the  eld  r.aterial  —  hur/an    rature.      The  la  ;s   cf 
nature  are  about  us,   the   earth  beneath   it,   and  the  heavens  a.bove 
us,   and  the  relation  ';i   nan  tc  rr.an;    the  things  are  \7hat  they  have 
been;    but    its  a  readjuatnent  and  a  readaptaticn  tc  the   narr  con- 
diticns  that  are  nocesiary.        For  that  reason,    —   it   is  fcr  these 
reasons  and  -therG  that  you  ^-'ill  iinir.ediatdly  thinly  of,    it   is  very 
necessary  that  V7e  shall  not  permit  our  schools  to  lose,   for  that 
reason,    any  of  their  eff eciency,   but  that  their  effieiercy  -ir.ay 
be   increased,   that   they  nay  extend  the  opportunities   of    educaticn, 
that  these  opportunities  ray  be  extended  to  all  the  children  of 
all  the  people,    and  tc  the  grown-up  pecplj  as  '.;ell,    v;ho   have 
lacked  in  opportunity,   and  that  we   shall  readjust   our  education 
in  such  T7ay     that   it   will  r.eet  the   ne\7  demands. 

But  the   scho(  Is  belong  not  primarily  tc  the  teacher,    not  t' 
the   school  officers,   but  the  schocls  belong  to   the  people  v/hc   or- 
ganized thei.i,   uho  provided  for  there  in  th  j  beginning,   v/hc  pa?   ff.:^' 
them,    and  vvho  use  them  for  their  good;    and   if  you  rr  I   .vould  haw 
a  piece   of  real  e  state   improved,    or  any  ether  piece  of  property, 
>/e  v/culd  not  ask  primarily  the  hired  nan,    the  tenant,    rx  the  one 
put   in  charge  of  it  only  ter.'pcrarily;   vrc    vould  go  tc  the  c^vner  of 
it,   the  nan  ./ho  -^vms   it,   who  wants  pay  for   it,  who  r.ust  deterrflino 
after  all,    the  question  rf   inprov  invent,   and  whc  will  get  finally 
the  benefits   cf   the   inproveraent  nade.        The   schcls   cf  the  United 
States  belong  to  the  people.      TJe,    the  teachers,    are  their  hired 
servants,   tc  nake  the  best   cf  the  schc  Is  that  r/e  can  for  their 
use;   and  theref'.rj,   this   is  a  Citizens'   National  Conference  on 
Education.        The  Secretary  of  the  Interior     invited  the  governors 
cf  the  states  to   attend,    and  r.any   "f  them  -Till.      Many  mors  would 
have  attended,   but   fer  the  fact   that    it   is   inconvenient   for  nest 
of  them  to  be  a/ay  from  home  just   nc\7.      You  Y  rrvr  how   inconvenient, 
if   I  tell  you  that  the  Governcrs'   Council  which  was  to  have  met 
in  Harrisburg  this  month,   does   not   meet,   because    it  was  found 
tfeat  only  a  few  cf  the  governors  could  go  tc   it.      That  was  their 
own  meeting.      The  governors  were  asked  also  to   select  delegates 
cf  citizens,   men  and  women  of  affairs,   ministers,    lav/yers,   publi- 
cists  cf  various  kinds,   business  men,    merchants,   captains   of   in- 
dustry,  farmers,    and  members   of  labor  unions,    .Yemen's  clubs  and 
others,    to  represent  the  people  of  the  states  at  this  confersnca.- 
In  additinp  to  that,   r.ayors  of  cities  were   invited,   chambers   of 
commerce  './ere  asked  to  send  representatives,    —  special   invita- 
tion tc   them}    labor  unions,   womien*s  clubs,    farmers  unions,    and 
other  organizations   of   the  kind,    rotary  clubs,   the  Kiwannis  club    , 
the  various   organizati^-ns   of  men  and  women     that  make  it  a  part 
cf  their  business  at  least  to  prcmote  the  public  v/elfare.      In 
addition  to  that,    the  state  superintendeixts   of  public   instruct i(  j, 
and  members   of  state  beards   of  education,   county   superintendents, 
and  r-embere   c;f  county  boards  cf  education,    city  superintendents 


~6- 

of  ths  larger  cities,    and  n3r.;bers  of  thair  beards   cf  educati-n^ 
presidents   ^f  colleges  ana  universities   and  of   normal  schools, 
and  nenbers   ^f  their  boards  of  educaticnj    and  certain  others. 
And  the  response  has  been  as  large  as  we  had  any  reason  to   hope 
that    it   .;ould  be  at  this  particular   inconvenient   time   cf   the  year 

No>>?,    for  the  making  of  the  program,    let  ne   say  just  a  v;crd: 
This   evening^s  program  is  devoted  to   setting  forth  as  nearly  a s 
we  can,    and  as  clearly  as  we  can,    the  condition  cf  the  schools 
and  their  needs.        I  have  asked  a  irian  trho  rrcbably  knows  ncre  ac- 
curately the  statistics   of  education  than  any  other,   to  tell  y^u 
just  v;hat  the  conditions  are.      I  have  asked  ancther  to   tell  you 
what  vife  ought  to  have   in  the  matter  of  t^achess   in  the  schools; 
and  an.'ther  to  tell  us  where  the  teachers  ought  tc  cone  from,    if 
indsel,  *.7hen  they  make   it  possible  for  thin  to  come  from  any-^here 
in  sufficient    rumbor. 

Tomorrovr  morning's  program  you  villi   see,    if  you  turn  to   the 
second  pag3,    is  devoted  tc  the  question  of   "Adjusting  the  Schools 
t::  Nev;  Conditions,"    "Meeting  New  Tasks  cf  Rural  and  Urhan  life,"'" 
"A  Practical  Program  for  the  Development   of  the  Rural  School," 
"An  Adequate   Program  cf  Public  Education,"   and  f^Economies   in  Edu- 
cation. " 

Nov7,   because  the  time  has  come  \7hen  vrs  need  tc  get  the  full 
value  of  every  dollar  and  \7a5te  none,    is  the  time  to  practice 
econcny,   that  vie  may  get  the  largest   amount  from  th3  money  that 
-ve  have.  -^ 

A  good  part  of  the  remairder  of  the  general  program,    not  of 
the  sectional  program,    is  devoted  to   the  values,    lot  me  say,    cf 
3ducation,    the  value  of  education  in  production^    in  agriculture, 
production  in  industry,   production  in  commiSce,    the  value  of 
education  to  the  vTage-earnere,    the  value  cf  education  for  citizen- 
ship,   for  the  national  safety  and  defense,   because  the  str3ngth  oj 
the  nation  and   its   safety  i3i  a  time   of  great  danger  nould  depend 
i7hclly  on  the  degree  of  cur  education,    or  kno\;ledge,    our   skill, 
and  cur  ability  to  understand  the  value  of  our  institutions. 

The  purpose  of  the  Conference   is  to  capitalize,   by  organizing 
and  bringing  together  here,    and  organizing  the   interests  that 
are  already  springing  up  in  the  country  everywhere   in  education 
for  the  new  era,    to  give  tc   it   a  national  organization,    if  that 
be  the  proper  phrase  to  use,    so   it  may  come  out   from  this  con- 
ference nation- ride,    not   necessarily  for  the  sake   of  getting  the 
nation  to  help   in  the  support   of  schools,    —  that's  another  story^ 
and  probably  may  not  be  discussed  here  at  all.      It   is   not  called 
in  the   inter33t   of  any  bill  that  is  nov?  or   may  be   introduced   in 
Congress.      Such  bills  or  such  action  m.ay  be  brought    in  by  some, 
but   it    ia  not  definitely  en  the  program.      But  that  there  nay  '^o 
from     here  a  nation-wide    interest,    adding  weight  ta  any  ariVv. 

attem  pted  in  any  p£.rticular  state,   city,    cr  Iccal  ccmm  unity. 
And  it    is  expected  and  hoped  that    it  will  be  followed  by  many 
3oir.e\/hat  similar  conferences  throughout  the  states,    cities  and 
local  crmmunlties,    till  there  may  run  through  the  vrhcle  cf  this 
great  campaign,    yet  a  strong  stream  cf  campaign  for  education, 
until  the  mass   oi    the  people  rf  the  United  States  may  knew  mere 
about  education  and  its  relation  to  the  public  welfare  than  they 
do  now,   and  that  there  may  be  better  and  a  larger  amount  cf   legi'  ■- 
1?  i'ion  next  winter,     /hen  the  fortytwc  state  legislatures  meet 
than  there  otherwise     wc^uld  be. 

N:.-7  to  add  to  the  weight   cf  the  national   interest  we  have 
put   on  one  of  the  programs  on  the  m>-rning  of  Friday,   the  last 
morning  cf  the  conference,    —  I  have  asked  certain  repr^sentativ_^3 
of     ther  nations.   Democratic  pscples,    to  tell   of  the  new  interest 
in  education  in  these  c  untries.      Sir  Auckland  Geddes,    the  Brit- 
ish Ambassador,   i^ill   speak   for  England,    and  the  British  Empire; 


-6- 

of  ths  larger  cities,  and  n3nbers  of  thair  beards  of  educati-n, 
prssidents  ^f  collages  ana  universities  and  of  normal  schccls, 
and  nenbers  .f  their  boards  of  education,  and  certain  others. 
And  the  response  has  been  as  large  as  we  had  any  reason  tc  hope 
that  it  .v'ould  be  at  this  particular  inccmenient  time  cf  the  year 

No.^  for  the  naking  of  the  program,  let  rie  say  just  a  '^crdi 
This  eveningVs  program  is  devoted  to  setting  forth  as  nearly  a  a 
we  can.  and  as  clearly  as  v;e  can,  the  condition  of  the  schools 
and  their  needs.    I  have  asked  a  man  t:ho  rrcbably  knows  ncre  ac- 
curately the  statistics  of  education  than  any  other,  to  tell  y^u 
lust  v;hat  the  conditions  are.   I  have  asked  ancther  to  tel..  you 
what  we  ought  to  have  in  the  natter  of  toacheEs  in  the  schools; 
and  an-'ther  to  tell  us  where  the  teachers  ought  to  cone  from,  it 
it-asel,  -.Then  th3y  make  it  possible  for  th^m  to  come  from  any-fhere 
in  siufficient  namber. 

Tcm.orrow  morning's  program  you  will  see,  if  you  turn  to  the 
second  pagj,  is  devoted  to  the  question  of  "Adjusting  the  Schools 
t.?  New  Co-iditicns,"  "Heating  Ne^v  Tasks  of  Rural  and  Urran  lilie, 
"A  Practical  Program  for  the  Development  of  the  Rural  School, 
"An  Adequate  Program  of  Public  Education,"  and  ?^Econoraies  m  Edu- 
cation, " 

Now,  because  the  time  has  come  when  we  need  to  get  the  full 
value  of  every  dollar  and  waste  none,  is  the  time  to  practice 
econcmy,  that  we  may  get  the  largest  amount  from  ths  money  that 
.ve  have. 

A  good  part  of  the  remainder  of  the  general  program,  not  of 
the  sectional  program,  is  devoted  to  the  values,  lot  me  say,  ci 
3ducation,  the  value  of  education  in  production,  m  agriculture, 
production  in  industry,  production  in  comm3rce,  the  value  of 
education  to  the  wage-earners,  the  value  of  education  for  citizeu- 
ship,  for  the  national  safety  and  defense,  because  the  strjngth  oj 
the  nation  and  its  safety  in  a  time  of  great  danger  would  depend 
wholly  on  the  degree  of  cur  education,  or  kno\;ledge,  our  skill, 
and  cur  ability  to  understand  the  value  of  our  institutions. 

The  purpose  of  the  Conference  is  to  capitalize,  by  organizing 
and  bringing  together  here,  and  organizing  the  interests  that 
are  already  springing  up  in  the  country  everywhere  in  education 
for  the  new  era,  to  give  to  it  a  national  organization,  if  that 
be  the  proper  phrase  to  use,  so  it  may  come  out  from  this  con- 
ference nation- ride,  not  necessarily  for  the  sake  of  getting  the 
nation  to  help  in  the  support  of  schools,  —  that's  another  story; 
and  probably  luay  not  be  discussed  here  at  all.   It  is  not  called 
in  the  interest  of  any  bill  that  is  now  or  may  be  introduced  in 
Congreaa.   Such  bills  or  such  action  m.ay  be  brought  m  by  some, 
but  it  is  not  definitely  en  the  program.   But  that  there  may  -^o 
from  here  a  nation-wide  interest,  adding     weight  ta  any  anv. 
attem  pted  in  any  p£.rticular  state,  city,  cr  Iccal  ccmm  unity. 
And  it  is  expected  and  hoped  that  it  will  be  followed  by  many 
somewhat  similar  conferences  throughout  the  states,  cities  and 
local  communities,  till  there  may  run  through  the  whole  ct  this 
ereat  campaign,  yet  a  strong  stream  of  campaign  for  education, 
until  the  mass  ^?i   the  people  rf  the  United  States  may  know  mere 
about  education  and  its  relation  to  the  public  welfare  than  the;_ 
dc  new,  and  that  there  may  be  better  and  a  larger  amount  rf  legi  ■ 
l?i'ion  next  winter,  /hen  the  fortytwc  state  legislatures  meet 
than  there  otherwise  would  be. 

N-w  tc  add  to  the  weight  of  the  national  interest  we  havo 
put  on  one  of  the  programs  on  the  ra^.rning  of  Friday,  the  last 
morning  cf  the  conference,  —  I  have  asked  certain  repr^sentatr 
of  rther  nations.  Democratic  pacples,  to  tell  of  the  new  interest 
in  education  in  these  c  untries.   Sir  Auckland  Geddes,  the  Brit- 
ish Ambassador,  will  apeak  for  England,  and  the  British  Empire; 


a  represent a'tive  of  the  French  Embassy  vriii  speak  for  the  new  in- 
terest in  education  in  France,  and  the  Minister  from  Uruaguay  vil' 
spekk  for  the  Lat^n-Araerican  count::?ies.   Because  this  is  not  ner? 
a  matter  for  us  in  these  United  States,  but  it's  a  './orld-wide  ii.- 
tarest. 

No-.T  you  v;ill  pardon  me  for  taking  this  much  time  to  explain 
to  you  the  purpose  and  method  of  the  Conference,   You  are  in- 
vited to  the  meeting  in  Keiths  Theaticey  tomorrov/  morning,  and  all 
persons  -Jho  are  present  nov;  or  may  be  present  then,  interested  at 
all  in  the  Conference,  are  invited  to  attend  some  one  of  the  four 
sectional  conferences  tomorrov?  afternoon  at  two  o'clock  in  the 
Washington  Hotel,  —  the  Conference  on  Higher  Education,  the  Con- 
ference on  the  Training  of  Teachers,  the  Conference  on  City  School 
Superintendents  and  City  Education,  and  the  Conference  of  State 
Superintendents,  County  Superintendents  and  others  who  are  more  in- 
terested in  rural  education,  and  the  conference  of  •  ciitcrs  v^ho 
will  be  helpful  to  us  in  p,3!.rrylgg forward  and  putting  ovor  the  grea' 
cam.paign. 

I  have  non  great  ple'u,3ure  in  presenting  to  you  Colt  Leon::rd 
P.  Ayres,  Director,  Department  of  Sducition  and  St  itistics,  Rus- 
sel  Sage  Foundation,  New  York  City,  '.7ho  -.vill  give  you" Some  facts 
About  The  Schools  And  Their  Teachers."    I  have  asked  him  to  tell 
the  v7hol3  truth,  and  notning  but  the  truth,  and  as  much  of  it  as 
he  can  in  t-.renty  minutes. 


SO!JE  FACTS  ABOUT  THE  SCHOOLS  AND  TF^TR  TTTACHERS 
By  Col.  Leonard  P«  Ayres,  Director, 
Department  of  Education  and 
Statistics,  Russell  Sage 
Foundation,  Nev/  York 

Mr.  Chairman,  Ladies  and  Gentlemen:   Some  two  wseks  ago  vre 
vere  startled  to  read  in  our  morning  paper  about,  the  report  of 
the  United  States  Bureau  of  Labor  -.rith  regard  to  the  cost  of  liv- 
ing, and  that  report  said  that  according  to  the  index  number  of 
the  Bureau  of  Labor,  the  cost  ofliving,  if  we  considared  it  as 
having  been  one  hundred  in  December  19i4,  had  risen  until  it  was 
two  hundred  and  four  in  December,  1919.    In  other  words,  what 
could  have  been  all  of  our  daily  necessities  of  life  for  a  hun- 
dred dollars  at  the  end  of  1914,  by  the  end  of  191©  had  become 
so  extensive  that  those  same  things  would  have  cost  two  hundred 
and  four  dollars.   And  the  report  said  that  those  computations 
were  based  on  the  index  number  of  the  United  States  Bureau  of 
Labor  Statistics.  We  may  think  of  them  in  a  certain  way  as  a 
change  from  a  par  value  of  those  necessities  of  life.   If  we 
think  of  the  par  valu3  as  having  been  one  hundred  dollars  five 
years  ago,  before  bho  "^/ar,  it  then  had  risen  until  it  v;as  tvjo 
hundred  and  four. 

And  this  morning's  Nev/  York  Tribune,  on  the  financial  page 
contains  quotations  about  index  numbers  for  securities,  and  one 
of  them  says  that  the  price  of  thirty  industrial  stocks  yesterda: 
was  92.   Now  that  meant,  of  course,  that  the  average  yalue  yes- 
terday on  the  stock  market  of  those  thirty  industrial  stocks 
was  93,  as  compared  with  tne  par  value  of  100;  and  it  said  that 
the  price  of  the  index  number  of  railroads,  was  only  63,  which 
again  meant  the  same  thing,  —  the  par  value  having  been  100 
of  each  of  those  stocks,  it  now  had  fallen  until  they  averaged 
62.    And  so  we  hav3  in  those  illustrations  some  insight  into 
the  nature  and  metiiod  of  th?  index  number. 


iio"-",  in  thv3  offices  oi  tha  Russej.!  Sage  Foundation  in  Ns./ 
York  v:3  hav3  bean  3ngcig3d,  during  thu  past  fevr  ironth??,  in  attjrr 
ing  to  construct  an  indsx  nunib^r  for  state  schools  ayst oras^cl'^cr-- 
iy  a.b'i3  not  50  easy  -c  ths  i>riC3  of  .-.  stock,  or  3v^n   to  figura 
out  tli3  cost  of  th3  nec3ssities  of  life,  and  lio-;  tiioy  chnnge  fro 
time  to  time;  and  yet  aono  things,  upon  reflection,  U3  find  that 
•re  can  measure.   We  say:   WHat,  after  all  is  the  most  important 
single  c^uestiOEi  that  you  could  ask  about  a  school  system,  some 
far  off  system,  about  \;hich  you  knevr  no'ihing  at  all?  That  most 
important  single  question  rculd  be  of  the  children  mY.o   ought  to 
be  in  achool;  ho\7  many  are  in  achool,  and  thi  par  value  -.Tould 
be  100"^-,  and  the  number  that  Mere  there  v;ould  be  your  numbor  lesK 
than  IQO'fc.        Only  in  that  case  it  could  rjot  be  more  than  lOOfo, 
And  3o  you  can  think  of  other  things,  —  T/hat  \rould  be  the  par 
value  for  the  payment  of  teachers,  for  funds  expended  for  things 
other  than  salaries,  for  the  number  of  days  during  the  year  that 
the  schools  are  kept  open,  and  so  on  io-v-'n  the  line.   Nov  our 
Federal..  Bureau  of  Education,  under  the  guidance  of  Commissioner 
Cl^xton  and  others  jjach  year  h^-.ve  conpil3d  those  figures  for  all 
the  state  school  systems  of  the  country;  and  under  his  predeces- 
sors it  h^is  been  doing  it  for  the  p^ist  half  century.  Every  since 
1870  the  B\ir  3au  of  Eaucation  has  b3en  gathering  the  salient 
facts  about  the  state  scnool  systems,  and  t3lling  us  figures 
that,  if  -v/e  interpret  them  correctly,  will  tell  us  ho^  nearly 
those  school  systems  have  come  to  being  up  to  a  par  value  in 
certain  of  these  essential  facts  and  factors  about  sta,te  school 
systemci    And  so  '^a   hav3  been  going  over  this  data,  and  throw- 
ing aside  those  that  for  one  reason  and  another  '/ere  not  appli- 
cable and  trying  to  bind  the  rest  into  a  measurement  by  which 
v7e  could  tell  -rhat  progress  \ie   were  making,  how  the  status  that 
f!Q   nov;  enjoy  compares  with  the  status  that  did  exist,  ho^rthe 
accomplishments  of  one  state  compare,  with  those  of  its  neighbors 
When  we  measure  these  acconplishm^ents  in  these  purely  numerical 
things. 

Let  me  speal:  briefly  about  some  of  those  results  for  the 
United  States  as  a  ^Thole.   Looking  at  the  top  degree  there  in 
black  (referring  to  chart  on  platform),  I  have  said  that  the 
most  important  question  of  our  school  system,  was  hov/  many  of 
the  children  \fiio   ought  to  be  in  school  are  in  school.   If,  for 
the  United  States,  we  t-oke  the  children  of  school  age  as  being 
the  children  who  ought  to  be  in  school,  and  if  all  children 
.'e'nt  to  the  elemental  and  high  schools  and  the  kindergarten, 
all  of  them. of. .those  ages  wculd  be  in  sohcol.   Then  the  answer 
is  that  tcday  for  the  United  States  cur  rating  in  that  particuls.: 
thing  is  56  on  a  par  value  cf  100,  because  56  cut  cf  every  cne 
hundred  children  of  schcol  age  are  enrolled  in  our  public  school 
There  v/e  have  cur  first  item,  cur  first  mxeasurement. 

Ho 7  well  dc  they  attend?   In  som.e  cf  our  states  and  cities 
the  schc  1  year  is  200  days  long,  and  the  attendance  is  very 
high.   In  ethers  it  is  shorter  and  the  attendance  here  less,  but 
sup-'jose  we  said  that  our  par  value  .ras  tc  attend  schc-^l  for  2Q0 
days,  then  the  actual  attendance  in  -^ur  country  is,  at  at  quota- 
tion cf  45  onthat  par  value  in  45  days  but  45^0  of  200  days  is 
what  it  s.m.ounts  to  really. 

Again,  how  long  are  our  schools  kept  cpen  during  the  year"? 
We  may  use  the  same  basis  there.   We  may  say  if  they  v/ere  up 
to  a  reasonable  table  or  standard,  they  wculd  be  cpen  200  days 
during  the  year,  and  the  present  standard  that  was  lived  uo  tc  i/; 
this  country  was  80^  v-^f  that.    Now,  if  cur  attendance  falls  be- 
low ./hat  it  ought  to  be  and  if  our  schools  are  not  cpen  as  long 
as  they  ought  to  be  during  the  year,  it's  clear  that  our  childrc 


-9- 


do  net  get  as  much  education  as  thsy  cught;  and  if  we  think  of 
our  elemental  school  course  v/ell  administered  as  consisting  of 
eight  years  of  schooling;  of  two  hundred  days  each,  then  it 
means  th-j,t  the  average  attendance  of  the  average  school  child  in 
this  country  is  such  that  it  would  take  that  child  thirteen  ysars 
to  get  thru  such  a  course;  and  it  means  that  in  sofe  of  our  st:it3F 
the  attendance  is  so  ppor  and  the  school  year  is  so  short  that 
to  complete  eight  years  of  schooling  of  300  days  each  would  take 
the  pupil  t^renty-tv/o  years.   And  if  he  started  in  7hen  he  waa 
six,  he  .7ould  get  his  eighth  grade  certificate  \?hen  he  v;as 
twenty-eight.'-  Tnose  are  the  conditions  affecting  not  a  fev/  of 
the  children  of  the  country,  but  the  average  child  on  the  thir- 
teen year  lev3l,  and  many  of  the  children  in  some  of  our  states 
on  the  twenty-two  year  level,  and  as  a  nation. 

It  is  well  for  us  to  remember  that  the  United  States  has 
the  shortest  school  year  and  the  shortest  school  week  and  the 
shortest  school  day  of  any  highly  civilized  nation  of  the  world. 

Then  there  are  other  things  that  we  can  measure  in  the  same 
way.   I  will  r.ention  them  rapidly.  Many  of  our  people  go  on  to 
high  school,   Tiiirtytwo  percent  of  those  that  might  go  on,  rough- 
ly, and  there  we  get  a  thirtytwo  rating.       •.-...   .   *   "'': 

tiow  ma^iy  boys  have  we,  as  compared  with  our  girls,  in  high 
school?   only  76  boys  for  each  100  girls.   It  has  always  been 
true  in  the  United  States  that  we  gave  our  higher  education  to 
our  girls  and  did  not  in  so  great  measure  give  it  to  the  boys; 
and  ours  is  the  only  nation  among  the  civilized  nations  of  the 
7orld  where  the  girls  in  large  measure  than  the  boys  go  on  to 
get  the  higher  education;  and  I  may  say  that  a  change  in  this 
country  since  the  war  has  been  the  most  noteworthy,  High  school 
attendance  has  3normously  i  ncrSased  since  the  war,  and  the  in- 
crease has  been  in  girls,  pretty  much  all  of  it.  During  the  past 
three  years  tne  boys  have  been  going  to  work  and  the  girls  have 
been  going  to  high  school.  But  we  still  have  in  our  American 
system  in  the  grade  schools  and  in  the  high  schools,  a  whole 
series  of  serious  educational  leaks,  thru  v/hich  the  children  es- 
cape before  they  complete  tithe  course,  and  thru  which  most  of 
them  escape  before  they  get  into  the  nigh  schools;  and  our  schoola 
today,  our  high  schools  and  our  elemental  schools,  are  better 
fitted,  I  think,  to  the  needs  and  the  natures  of  the  girls  than 
tney  are  to  the  needs  and  the  natures  of  our  boys. 

What  do  we  spend  on  our  schools,  and  how  could  we  make  a 
standard  there  that  we  could  call  a  par  value,  carrying  thru  the 
same  figure?   I  will  tell  you  how  I  made  it,   I  said  we  must  not 
be  arbitrary,  and  we  must  not  refer  to  anybody's  judgment  on  ho.v 
mucli  we  ought  to  spend  per  child  per  year.  We  ^?ill  go  back  to 
the  teacher.   What  could  we  call  the  lowest  wage  that  -^e  could 
reasonably  pay  to  the  teacher?  And  I  said  that  would  amount  — I 
v/ould  not  dare  to  put  it  any  lower  in  the  states  where  they  hold 
to  ^100  per  month  for  twelve  months  during  the  year  for  <^very 
teacher  employed.   nBw  it  ought  to  be  more  than  that   in  most 
of  the  communities  with  which  we  are  accjuainted,  but  1  have  said 
we  v;ill  start  off  with  tnat,  and  then  we  will  figure  our  other 
school  expenses  from  that  basis,  because  we  know  v/hat  proportion 
of  all  school  expenses  consist  of  the  salary  roll,  and  that's  hc^ 
I  get  at  the  figures  that  follow,  into  which  I  will  not  try  to 
enter  in  detail  on  that  basis. 

Spent  per  year  per  child  attending,  about  A9%   of  what 
vTould  be  spent  if  we  paid  our  teachers  accordtng  to  the  rate  that 
I  have  suggested,  and  spent  each  year  per  child  of  school  3ge, 
about  twenty-eight,  on  a  par  value  of  100,  and  spent  — » 


-10-^ 


C0Tf«I!=!'=!IOM'K:R  OLAT'^'^Kri   If  thsy  all  i7ent  to  school? 

COL.  AYRT5;r:   If  they  all  .Tant  to  school,  ind  spent  each 
ye  xx   for  each  school,  if  wa  think  of  a  school  as  being  a  teach- 
er and  tne  rupils  tliiti  the  teacher  teaches,  about  48^  of  ^7hat 
this  par  value,  the  stand ird,  v/ould  be. 

And  going  on  nitn  taxt,  the  expenditures  £cT   riCft«-ea''^.ried 
purposes,  up-keep,  new  buildings,  fuel,  light,  central  adminis- 
tration .u,nd  the  rest,  there  are  about  forty-four,  and  the  dol- 
lars per  teacher  per  nonth  at  the  present  time  is  about  $53,90 
per  teacher  per  nonth  in  the  country  as  a  whole,  remembering 
that  I  ara  counting  this  for  twelve  months  during  the  school 
year. 

Now  these  last  comparisons  to  which  I  have  invited  your 
attention  are  important.   No  other  investment  that  society 
makes  is  perhaps  so  important  as  these  investments  to  ■v;hich 
these  figures  refer.   More  money  means  better  schools,  and 
better  schools  mean  better  citizens  and  better  citizens  produce 
more  money.   It  is  a  benifioent  circle.   Society  cannot  afford 
to  disregard  those  figures.    Stite8,like  individuals,  purchase 
about  what  they  pay  for,  not  much  more  and  not  much  less.  It's 
not  true  thj,t  the  effectiveness  of  a  stite  school  system  this 
year  will  be  in  proportion  to  its  budget;  but  it  is  true  in  the 
lorg  ruii;  and  before  mj,ny  years  have  passed  that  the  goodness 
of  your  schools  depends  on  the  generosity  and  the  wisiom  of  the 
expeiditurej  and  even  merely  on  the  size  of  the  expenditures, 
you  cannot  hive  good  schools  without  paying  money  for  them. 

And  next  to  good  teaching,  -feood  buildings,  good  equipment, 
sanitary  structures,  adequate  teaching  facilities,  are  the  most 
important  adjuncts  of  the  school  system. 

So  you  must  mention  these  non-salary  expenditures  as  well. 

Salaries  themselves  measure,  I  take  it,  two  things:  First, 
the  salary  paid  the  teacher  is  a  measure  of  the  ability  of  the 
teacher,  and  in  the  long  run  the  size  of  the  salary  will  de- 
termine the  jbility  of  th9  teadiera- you'waplcy;  and,  secondly, 
the  amount  of  the  salary  that  society  is  willing  to  pay  for  the 
teachsr  is  a  measure  of  the  valuation  that  tne  community  places 
on  the  sirvicss  of  that  teacher.   If  it  doos  not  think  teaching 
is  a  very  important  thing  it  won't  pay  a  very  high  salary.   So  • 
th^  salaries  measure,  I  t^aka  it,  those  two  things, 

Nov;  v^e  ha,ve  tjn  of  these  items  that  I  liavs  explained,  and 
in  our  offices  we  hav3  been  corputing  those  and  conbining,  un- 
til we  have  them  for  th3  United  States  u-nd  its  main  divisions 
for  every  year  sines  the  Bureau  of  Education  v/as  established; 
and  W3  hav3  it  for  the  different  states,  for  certain  of  the 
years  or  decade  ysars. 

And  in  the  fev/  minutes  that  remain  I  will  run  very  brief- 
ly over  some  of  those  results. •   We  combine  them  into  an  index 
number  for  the  United  States,  and  if  we  trace  itspath  by  that 
red  line  across  the  chart  (indicating),  and  if  that  red  line 
runs,  as  it  does,  from  70  over  here  to  the  twenty  over  here  (in- 
dicating), you  can  tell-even  those  in  the  back  of  the  hall,  I 
am  sura  —  that  in  general  it  has  gone  up,  and  all  in  all  it 
has  gone  up  rather  steadily  and  it  began  at  about  25,  and  you 
may,  if  you  please,  interpret  that  as  meaning  Zb'fo,    or  what  a 
high  standard  school  system  might  have  been,  and  it  has  gone  up 
until  now  it  is  fifty,  —  fifty  one,  to  be  more  exact.   So  you 
might  say,  if  you  fait  inclined  to  make  a  ^^imple  summary  state- 
ment, that  according  to  tliat  educational  index  the  general  af- 
fictivenes^  of  tha  public  school  system  of  the  United  S'^atas  had 


-11- 

doubled  during  the  past  fifty  years,    and  that  even  novf   it   was  no 
more  than  ibout   naif   of  ^vhat  lire  might   reasonably   expect    it   to  be. 
When  I   say   "reasonably"    I   am  not  unriindful   that   some   of   these 
elements  to  nhich  we  h ive  referred  could  not  go  beyond  a  hundred. 
You  cannot  have  more  than  lOOfp  of  your  children  in  school.      For 
example,    there  are  two  of  those  elements  that   ar  e  limited  by 
100,   but  th3  others,    the   lengtjj  of  the  term,    the  preparation 
going  on  in  some  measure, in  full",    maaaure, those  that  depend  on 
finance,    are   elements  that   are  not  limited  by  100.      So   if  you 
could  have  here  a  value  that  v/ould  be  more  thun  100,    just  as  you 
could   in  a  stock  security   index,   have  an  index  that  would  be  more 
than  100,    —  suppose  nov;  that  '.7e  apply  this  to  the  various   states, 
suppose  that  we  do   it   for  the  last  year  for  which  we  have  the 
data  ^/here  shall  we  come  out?       Well,   we  would  come  out   No.    1  with 
the  State  of  Minnesota  with  an  index  nunber  of  76,    and  that^s  the 
highest   index  number  that   any  state  has.      It  means  that  all   in 
all,    v/hen  all  of  these  different  ratings  are  brought  together  and 
combined  by  methods  that   are  non-personal,   virhere  ot>it.i.ca  (Sees  net 
enter,    that  Minnesota  all   in  all,    makes  the  best  r-^cord  among  any 
of  the  4:f   states,    ana  Calif crnia  comes  next,   and  Arizona''  and  New 
Jersey  and  then  th3  District  of  Columbia,    and  really  the  District 
ought   net  tc  be   in  that    list,   because    it^s  not  a  state   school   sysi- 
tera.        The  District   is   in  rjality,    in  it^s  lajor  part  a  gr3at 
municipal   system,   but    it's  included  here,   because   it^s   included 
to  make  entiri  the  area  of  the  continBntal  United  Stites   in  the 
tables   :"-0f  the  C^mnissioner  of  Educ^-tion,    and  so   I   included  it, 

1^1  If  rmpii  aay"8ih»iStj^fUSA!e"f  iteuir^af^ggi^^ifsi^' 

a  city  figure,  it  really  ought  not  to  be  exceeded  by  the  figure 
for  any  state. 

And  then  VJashington,  —  the  Stats  of  Washington,  and  Iowa 
ana  Utah  and  Massachusetts,  Michigan,  Co mectitut,  Ohio,  New  York, 
—  thirteen  for  New  York,  Colcradc,  North  Dakota,   Nevada,  Indiana, 
Idaho,  Minnesota,  Oregon,  Pennsylvania,  Nebraska*,  and  here  we  have 
Hawaii,  an  insular  posaesaicn,  in  the  top,  also  then  Nebraska,  and 
juat  above  in  —  a  very  noteworthy  thing,  I  think,  that  computed 
in  the  same  way,  that  aata  gathered  fron  the  state  series,  Hawaii 
should  get  away  up  there  (indicating  on  chart),   Illinois,  Wyoming, 
Rhode  Island,  —  and  that's  the  first  half. 

Then  we  pass  on  to  the  second  half,  .—  Kansas,  South  Dakota, 
New  Hampshire,  New  Mexico,  Vermont,  Wisconsin,  The  Carnal  Zone,  -— 
and  there  we  have  another  extra-territorial  possession  in  the 
Canal  Zone,  just  above  Missouri, and  Maine,  Okibahoma,  Maryland, 
Delaware,  Texas,  Florida,  West  Virginia,  ana  Porto  Rica,  —  above 
ten  of  the  states  we  find  Porto  Rica;  Virginia,  Tennessee,  Ken- 
tiicky,  Louisiana,  Georgia,  North  Carolina,  Alabama,  Oregon,  Missis- 
sippi, and  South  Carolina;  and  I  think  we  ought  really  tp  pause, 
for  a  moment,  and  think  about  that  record  for  Porto  Rica.   The 
United  States  has  flown  its  flag  over  that  island  now  not  long, 
about  twenty  years,  according  to  the  last,  the  latest  report  that, 
we  have,  the  per  capita  v/ealth  of  the  people  of  Potto  Rida  is 
|300  .a  piece;  in  19l3  the  per  capita  wealth  in  this  country  was 
ISOOd  a  piece,  and  we  had  states  where  it  was  |5000,  in  one  state, 
and  the  very  lowest  record  we  had  in  any  state  was  substantially 
800,  —  just  under  $800;  and  now  Porto  Rica  cories  along,  and  her 
schools  are  not  supported  by  federal  subsidies;  they  are  supported 
by  insular  funds,  and  the  only  advantage  they  have,  a  ninor  one 
nov7,   is  that  Porto  Rica  does  collect  her  customs  receints  but 
there  that  island  cores  along  vtith  a  wealth  less  than  one-fourth 
that  of  the  poorest  state  in  the  union,  and  one-tenth  of  the  av- 
erage, and  far,  far  lovfer  than  our  richer  states,  .  and  with  a  very 
large  negro  population;  and  within  twenty  years  she  builds  up  a 
school  systei.;  that  ranks  above  that  in  such  measurements  as  these, 
afeove  that,  I  say,  of  ten  of  our  states.   She  has  a  longer  school 
year  than  most  states,  —  I  mean  that  literally,  —  than  the 


.;    .tidy  ■  ^   .,*Piii  ,  «>c|;u:p3   ■'lOX.-^.^OUiJa    ff^iii/ri^UOfct^^r^ii'iff       ^'  ivxIiJ,^ 

ri*Ti;o.i-eao  ,£r£xtl  seel  xi.tl/jQV,'  a-:-  rlji-xv.  lUilsi,.. Jx.fi;)' 


-13- 


average  state  in  the  union,  and  she  pays  her  teachers  better. 
They  are  rcostly  native  teachers.   She  pays  them  better  than  a 
good  many  of  cur  states.   And  I  think  these  facts  mean  that  it 
is   not  so  much  the  i.-atsrial  resources  that  count  as  it  is  the 
hhllete,    -tbohopes,  the  aspirations,  and  the  faith  of  the  people 
Ox  a  state!   (Applause) 

My  ti7enty  minutes  are  just  about  gone  in  a  minute  more,  and 
these  figures  I  thinl:  are  small,  too  small  for  you  to  see  back 
there  {refe.-ring  to  chart),  but  there  ar  3  three  or  four  of  them 
that  I  think  we  ought  to  look  at.    Let's  find  Massachusetts. 
Back  in  1890  Massachusetts  was  in  second  place,  and  that  really 
means  in  first  place,  because  the  figure  that  was  first  was  that 
of  the  District  cf  Columbia,  so  that  if  we  take  the  statesj  "  Mass- 
achusetts was  in  first  place;  and  in  detail  the  figures  show  that 
she  was  —  almost  everyone  of  these  comparisons.   She  bcufei»t  acre, 
and  she  spent  more  than  almost  any  other  state;  and  ten  years  la- 
ter, in  1900,  Massachusetts  was  the  leading  state.   In  1910  she 
haa  fallen  off  to  fc^urth  place,  ana  in  1916  to  seventh  place,  and 
in  1918  $0  ninth  place,  —  eleven,  four,  seven,  nine.   Now  some- 
thing is  happening  up  there  in  New- England.   Let's  look  at  the 
District  of  Columbia.   That's  one,  three,  three,  two,  five;  and 
let's  look  at  cur  neigJibcr,  Maryland,  —  twelve,  fairly. high  re- 
cord, in  the  first  color  (referring  to  chart)  twelfth  from  the 
tup,  that  means,  —  twelve,  nineteen,  thirty-three,  thirty-four, 
thirty-seven.   Something  is  happening  in  Maryland.'   Let  us  turn 
dver  and  look  at  Utah,  —  twentyeight,  eleven,  nine,  nine,  and 
eight.   Things  are  hpippe  ning  in  the  other  direction  in  Utah? 
Nev/  Jersey,  —  eight,  nin^?,  six,  five,  four;  and  we  might  keep 
up  making-  very  interesting  comparisons  of  that  sort.   New  Jersey 
is  the  only  state  in  the  East  whose  relative  rank  has  been  rising 
during  the  past  thirty  years.   Every  other  eastern  state  has 
b Jen  going  dcvm.   Every  western  state  has  been  going  up,  —  far 
west.'  (Applause)   In  the  twenty  years  covered  by  that  chart 
those  states  in  what  our  Commissioner  calls  the  Western  Division 
come  into  an  average  of  eight  points,  and  those  states  in  what 
he  calls  the  north  Atlantic  Division  have  lost  an  average  cf 
eight  points.   All  in  all  ther3  is  no  question  that  if  we  had 
an  average  for  the  whole  period,  that  the  state  that  has  male 
t^e  best  record  vroula.  be  the  State  of  California,  —  three, 
four,  two,  one,  two,  at  or  near  the  top  consistently,  and  if  we 
hunted  for  the  other  end  of  the' line  (laughter),  we  should  find 
that  it  was  bettreen  North  Carolina,  .—  forty-five,  forty-nine, 
forty-eight,  forty-seven,  forty-eight,  —  and  South  Carolina, 
—  forty-seven,  forty-seven,  forty-nine,  forty-eight,  fifty-two; 
and  it  does  seem  as  if  that  was  one  cf  those  things  about  which 
the  governor  of  North  Octroi ina  might  pr^^perly  speak  to  the  Gover- 
nor of  South  Carolina]  (Prolonged' laughter) 

I  won't  spend  further  time  on  that.   My  time  is  \ap.  With- 
in limits  that  never  yet  have  been  reached,  within  limited  that 
cur  states  have  never  crossed,  any  state,  almost  any  community 
can  decide  for  itself  how  much  and  how  good  education  it  will 
produce  for  its  children.  Mi   have  developed  this  index  number  in 
the  hope  tliat  it  night  lead  states  to  find  cut  how  much  and  how 
good  education  they  are  purchasing  for  their  children,  in  com- 
parison with  the  amounts  that  they' used  to  purchase,  and  how 
much  and  hciy  good  thay  are  purchasing  in  comparison  with  t  he 
amounts  that  their  neighbors  are  purchasing.   (Prolonged  applause. 

THE  T5RESIDING  OT^FICER,  COM"ISnin>TEP  CLAXTON*.   The  Governed 
of  South  Carolina,  during  this  Conference  will  speak  to  the  na- 
tion! (Laughter)  with  regard  to  the  matter.   The  Superintendent 
of  Schools  of  South  Carolina  told  us  that  this  year  or  last  South 
Carolina  bought  lorty-tvfo  million  dollars  worth  of  automobiles. 
They  will  be  buying  education  now  that  they  have  the  monejr.   The 
teacher  is  the  school  and  the  handle  that  we  take  hold  cf  first  i: 


13 


hA^  «S  nJ^^°"2°  ^^  v^°  teacher  and  the  teacher's  salary.  We  never 
?+.+??  adequate  nuraber  of  well-prepared  teachers  in  the  United 
^T^hL, /?"'■.?';  f?°°J^*   R^c^ntly  our  attention  is  called  to  what 
lL..tlL        I     .^^^   shortage  of  teachers.   Approximately  eighteen 
thousand  schools  vrithout  any  tee^chers  last  year.  This  year  forty 
-T«I!i  ?^-  £^^*^°^^^?^  schools  with  teachers  belcff  the  minimum 
legal  standards  of  the  states  in  which  they  taught,  given  a  tem- 
S?^?!^  i^°??^°  *°  teach,  in  order  that  the  schools  may  not  be 
cios^a  .vnolly,  —  three  hundred  and  more  thousand  teachers  whose 
attainrflents  or  qualifications  are  below  any  reasonable  standard- 
ization that  ought  to  be  accepted  for  the  schools  of  a  great 
Democracy  like  ours.   Not  enough  teachers  prepared  at  any  time 

^.Sr,^n:L!+®/^'^^"°i°^:,  ^^^^*  ^^^^>  one  hundred  and  tx^enty  thousand, 
SSJoJ  ^A?^^  ^"^  hundred  and  twenty  thousand  new  teachers  will  be 
fhoJ^f^;^  All  normal  schools  are  graduating  approximately  twenty- 
thousand.   Other  schools  will  graduate  with  some  professional 
xfr?^"^  ^°!^"^  "^f ^  and  young  women  who  will  enter  teaching,  about 
ten  thousand  making  thirty  thousand  prepared  teachers  to  fill  one 
ni'^^ff  th""^  """Tl^   thousand  places  in'^the  elementary  schools, 
ninety  thousand  to  be  filled  by  those  who  have  no  professional 

tr??^?+'?hA,  !  /"?f\°^  ;^^^^  "°  adequate  general  education:  nine- 
vea?^   th?«  ?«l^.^g^  ^°^??J  teachers  in  the  United  States  this 
th^,^4.;^;     ^®^f  *^^^^  "^^^  ^®  needed  something  like  eight 
increase  "  'hf  Jnir^""-  Approximately  106,000  for  the  natural 
l^J^^l         ^^.      colleges  and  universities  report  that  they  are 
SSvi^  +=^1.!^^  year  approximately  tenthousand  teachers  who  will 
otfli   ^h  f  ^^?f  r^^*  ^^11-   Reports  from  the  high  schools  indi- 
cates .hat  thirty  thousand  teachers  will  be  needed  next  fall  to 
iittJA      ^        places  and  those  made  vacant  by  the  resignations. 
l^.tlt         ^   reason  for  it,  of  course.  We  have  never  had  the  ade- 
2aio!.  ^^^^^S^  preparing  the  teachers,  and  just  now  we  do  not  pay 
salaries  sufficient  to  induce  any  kind  of  person  to  go  into  the 
places  made  vacant  by  the  resignation  of  those  who  have  some 
preparation. 

The  heart  probably,  of  the  whole  matter  is  the  teacher,  and  I 
have  asked  the  man  whom  I  thought  could  do  it  better  than  any 
other  to  speak  to  us  tonight  on  the  subject  of  Adequate  Prepara- 
Ji  r,  ?f  an  Adequate  Nuraber  of  Teachers  to  Fill  the  Schools  of 
the  United  States,  Dr.  T7.  0.  Bagley." 

ADEQUATE  PRT|:pARATION  t^OR  AN  ADEOUATT^  NUfffiiJlR  OV   TTi;AffHy;PS 
TO  VILL  THE  SCHOOLS  OF  THE  UNITED  STATES 

By 

William  C.  Bagley 

The  present  status  of  the  public-school  teacher  constitutes 
the  most  serious  problem  4n  American  education.  The  great  bulk  of 
our  teachers  are  imr.aturG,  transient,  and  ill-trained?  This  is 
primarily  because  the  rewards  of  teaching,  both  economic  and 
social  have  become  progressively  less  attractive  during  the  past 
three  decades  in  comparison  with  the  rewards  that  other  occupa- 
tions offer.  This  unattractiveness  of  teaching  has  doubtless  al- 
ready reached  its  peak.   Indeed,  the  response  of  the  people  to 
appeals  for  a  living  wage  for  teachers  has  been  so  general  and  so 
spontaneous  as  to  x7arrant  the  hope  that  the  calling  will  soon  come 
into  its  own. 

If,  the,  we  are  justified  in  looking  forward  to  a  period  of 
relative  prosperity  in  so  far  as  the  financial  rewards  of  teach- 
ing are  concerned,  we  should  lose  no  time  in  coming  to  an  agree- 
ment upon  the  general  policies  that  should  govern  the  selection, 
preparation,  and  certification  of  teachers  under  these  new  condi- 
tions. At  the  risk  of  seeming  to  be  dogmatic,  I  shall  present 

ll 


14 

a  sariea  of  propositions  that  may  ba  suggestive  of  the  idsala 
and  standards  that  such  policlds  ahould,  in  my  opinion,  body 
forth. 

In  the  first  place,  as  an  inclusive  ideal  toward  which  all 
of  our  efforts  may  well  be  directed,  I  believe  that  wo  should 
set  before  the  people  the  need  of  a  mature,  well-prepared,  and 
relatively  permanent  teacher  for  every  classroom  in  the  land. 
Perhaps  as  a  slogan,  \/e  might  adopt  some  such  statement  as  this: 
"For  every  American  child,  a  competent  teacher. " 

I  place  this  ideal  first,  becuase  even  its  approximate 
realization  would  do  more  to  solve  the  educational  problem  than 
any  other  step  that  could  be  taken.   Improvements  in  administra- 
tion, in  organisation,  and  in  3ub;jeots  of  instruction,  -  imper- 
ative though  they  are,  -  must  be  looked  upon  as  aiibordinate 
factors  when  compared  v;ith  the  personal  and  human  element,  and 
this  element  is  fundamentally  the  classroom  teacher.   It  is  hers 
that  our  educiitional  system  has  always  been  the  weakest,  atid 
until  this  condition  is  corrected,  the  schools  can  never  dis- 
charge their  important  function  with  the  measure  of  success  that 
the  needs  of  the  Nation  demand. 

Teaching  at  its  beet  is  a  fine  art,  -  which  is  to  say  again 
that  it  is  the  personal  and  human  elements  that  are  fundamental. 
Universal  education  imposes  upon  the  art  of  teaching  an  extreme- 
ly difficult  task.  Practically  every  elementary-school  classroom 
typifies  this  difficulty.   Here  we  have  represented  a  v/ide  va- 
riety of  abilities.   Bright  children  and  elov/  children  from  ne- 
glected homes.   The  children  of  the  immigrant  compete  with  the 
children  of  the  native-born.   The  children  of  the  well-to-do 
work  and  play  \/ith  the  children  of  the  poor.    In  the  main,  this 
thoroughgoing  democracy  of  our  American  schools  is  a  boon  and 
a  blessing,  for  it  brings  children  of  all  or  almost  all  of  the 
social  and  economic  levels  of  the  population  together  at  an  im- 
pressionable period  of  their  lives,  and  undoubtedly  does  more 
than  any  other  single  factor  in  our  national  life  to  prevent 
the  social  stratification  that  is  so  characteristic  a  feature 
of  the  Old  l^orld  civilizations.   But  the  very  virtues  of  our 
school  organization  form  the  most  serious  handicaps  to  its  ef- 
ficiency from  the  narrower  educational  point  of  view.   The  task 
of  teaching  is  continually  to  adapt  the  materials  of  instruction 
to  the  Widely  varying  needs  and  abilities  that  the  typical 
classroom  represents,  -  to  see  to  it  that  every  child  profits 
in  the  largest  possible  measure  from  his  or  her  school  life,  - 
to  insure  that  each  shall  gain  as  much  as  he  or  she  can  of  that 
heritage  of  knovrledge,  skill,  and  ideal  v/hich  must  lie  at  the 
basis  of  an  effective  democracy. 

The  complicated  and  stubbornly  difficult  problems  that  the 
elementary  teacher  confronts  have  never  been  duly  appTeciated  by 
our  people.   Indeed,  men  and  women  who  are  themselves  well  edu- 
cated often  regard  the  te-;,ching  of  little  children  as  merely  a 
routine  task,  to  be  delegated  either  to  youths  who  wish  to  earn 
a  little  money  toward  preparing  for  a  really  vrorthy  career  or  to 
maidens  who  need  remunerative  employment  v;hile  ^waiting  matrimony. 

The  economic  and  educational  wastage  that  results  from  thi?, 
failure  to  appreciate  the  difficulties  of  teaching  in  the  lower 
schoola  is  enormous.   The  investment  in  public  education,  indeed, 
does  not  yield  a  tithe  of  the  return  that  it  could  easily  yield 
were  the  teachir^  population  relatively  stable  and  adequately 
prepared  for  its  serious  responsibilities.   The  failure  of  the 
elementary  school  to  hold  more  than  half  of  the  entering  childrTi 
through  the  seventh  school  year  is  to  be  charged  very  largely 
against  this  unfortunate  attitude  toward  teaching  on  the  lower 
levels.   Whether  it  be  true,  as  the  army  figures  seem  to  indicate 
that  one  fourth  of  our  young  men  are  unable  to  read  a  newspaper, 
intelligently  or  v/rite  an  intelligible  l^^+^er,  so  unfortunate 
a  condition  would  not  be  at  all  eurprieing  in  view  of  the  fact 
that  at  least  one  fourth  of  our  elementary  teachers  are  no  more 
than  boys  and  girls  themselves  and  have  had  in  preparation  for 
their  repponslble  wor]^  no  training  that  really  deserves  the  name. 
Praoticanv  one  fourth  of  our  elementary  teachers  would  be  dis- 


Qualified  to  vote  because  of  their  youth,  and  yet  we  nonchalantly 
delegate  to  them  a  responsibility  in  comparison  with  which  the 
privilege  of  the  ballot  is  a  mere  bagatelle,  for  we  make  them 
potential  agents  in  determining  the  votes  of  some  five  million 
citizens  in  embryo. 

..The  fundamental  ideal  that  1  have  proposed,  -  a  nature, 
well-prepared,  and  relatively  permanent  teacher  for  every  class- 
room in  the  land,  -  carries  vi'ith  it  by  viray  of  corollary  a  second 
standard;  namely,  the  recognition  of  rural-school  teaching  as  at 
least  equal  in  its  significance  to  any  other  branch  of  the  public- 
school  service.  To  establish  this  standard  would  mean  in  many 
^7ays  a  complete  reversal  of  our  present  practices.   Today  the 
great  majority  of  our  inir.:ature,  untrained,  and  transient  teachers 
are  in  the  rural  and  village  schools.  How  severely  the  rural 
districts  suffer  in  this  respect  may  be  readily  inferred  from 
certain  outstanding  facts:  first,  in  typical  states,  the  average 
length  of  service  of  the  rural  teachers  is  not  more  than  two 
years  as  against  eight  or  nine  years  for  the  urban  teachers; 
secondly,  an  overwhelming  majority  of  the  rural  teachers  have  not 
passed  the  age  of  tnenty-one,  while  tens  of  thousands  of  them  are 
only  sixteen,  seventeen,  and  eighteen  years  tsld;  thirdly,  the 
proportion  of  rural  teachers  who  have  had  any  training  whatso- 
ever for  their  work  is  so  small  as  to  be  practically  negligible; 
and  fourthly,  the  supervision  which  has  been  developed  in  the  city 
school  systems,  and  which  has  done  something  to  couter-act  the 
evils  inherent  in  the  public  attitude  toward  elementary  teaching, 
is  practically  non-existent  in  the  rural  schools.  How  severely 
the  Nation  suffers  because  of  the  neglect  of  the  isolated  schools 
of  the  open  country  and  the  small  villages  may  be  somewhat  dimly 
comprehended  when  we  remember  that  these  schools  enroll  in  the 
aggregate  nearly  sixty  per  cent  of  our  boys  and  girls  and  that 

a  clear  majority  of  the  voters  of  the  next  generation  will  be 
limited  in,  their  educational  opportunities  to  vrhat  these  schools 
can. provide.  As  more  tai^ible  evidence  of  the  handicap  which  the 
neglect  of  rural  education  places  in  the  way  of  the  Nation's 
progress,  one  may  refer  to  the  fact  that  out  of  every  six  illit- 
erates in  our  native-born  adult  population,  five  live  in  the  rural 
districts.   If  native-born  adxilt  illiteracy  is  a  serious  problem, 
and  most  of  us  agree  that  it  is,  -  the  only  way  to  solve  the 
problem  is  through  a  nation-wide  reform  of  rural  education,  and 
this  means  first  of  all,  devising  ways  and  means  by  which  the 
present  immature,  trasient  and  untrained  teaching  personnel  of 
the  rural  schools  can  be  replaced  by  a  stable,  relatively  perma- 
nent, and  highly  trained  personnel.  The  problem,  indeed,  can 
never  be  adequately  solved  until  we  reserve  for  the  isolated 
schools  our  very  best  teachers,  making  an  appointment  to  suoh 
posts  a.:  distinctive  honor,  and  providing  a  differential  in 
salary  that  will  counteract  whatever  superior  attractiveness 
the  urban  service  may  present.  Revolutionary  though  it  may  be, 
a  policy  of  this  sort  is  thoroughly  justified  by  the  heavier 
responsibilities  that  the  rural-school  teacher  must  bear  as 
compared  with  the  urban  teacher.  These  difficulties  will  be  re- 
duced vrith  the  growth  of  consolidated  schools,  but  good  author- 
ities state  that,  while  the  consolidated-school  movement  has 
still  a  long  way  to  go,  the  limits  to  which  it  can  be  extended 
are  clearly  predictable,  and  that  in  all  probability  two  fifths 
of  the  schools  of  the  open  country  must  remain  one-room  schools 
indefinitely.  The  need  of  a  permanent  policy  for  these  schools 
cannot  be  neglected  in  any  comprehensive  scheme  for  educational 
betterment. 

The  rural  communities  typify,  of  coiorse,  the  most  serious 
obstacles  in  the  way  of  realizing  the  ideal  that  we  have  set 
forth,  -  a  oompetent  teacher  for  every  American  child;  but  these 
obstacles  axe  not  limited  to  the  rural  districts.  Many  communi- 


^ 


/6- 

ties,  both  urban  and  rural,  are  coriplaoontly  satisfied  '-7ith  thair 
schools  as  they  exist.   They  ^oiild  resent  interference  from  -^rith- 
out,  and  quite  properly  so.   No  state  can  proceed  in  such  mattars 
in  a  high-handed  fashion,  much  less  the  Nation.   There  are,  hov/- 
iver,  methods  of  attaining  educational  efficiency  that  are  free 
from  the  stigma  of  centralized  domination,  -  such  methods  as 
publicity,  coropetition  among  communities,  the  stimulus  of  state 
distributive  funds,  and,  above  all,  intelligent  and  tactful  state 

nd  national  leadership.   These  methods  attain  their  ends  much 
more  slo\tly  than  autocratic  control,  but  their  results  are  miJD  h 
wore  stable  once  they  have  been  secured,  and  the  methods  themselves 
typify  essentially  the  fimdaraental  Anglo-Saxon  ideal  of  local 
antonomy. 

There  is,  however,  one  point  at  which  the  state  can  take 
direct  action,  and  this  is  in  connection  vrith  the  teacher-train- 
ing agencies,  and  especially  the  normal  schools.   These  institu- 
tions have  quite  naturally  reflected  in  their  standards  and  their 
curricula  the  unfortunately  lov;  status  of  the  public-school  ser- 
vice. A  most  important  step  to\7ard  raising  the  standards  of  the 
service  v/ould  be  to  raise  the  standards  of  the  normal  schools. 
V/ith  the  present  marked  tendency  tov/ard  higher  salaries  for 
teachers,  the  one  great  obstacle  that  has  hitherto  handicapped 
normal-school  development  bids  fair  to  be  greatly  reduced  if  not 
entirely  removed.   Indeed,  there  has  been  no  time  during  the  past 
fifty  years  i/hen  the  outlook  has  been  so  encouraging.   There  is 
every  reason  to  believe  that  the  s  airy -schedules  novr  being  estab- 
lished in  the  public-school  .service  v;ill  not  be  significantly 
lo^vered  /hen  the  coiintry  reaches  a  more  nearly  normal  condition. 
This  prediction  is  based  upon  the  fact  that  teachers'  salaries 
v/ere  increased  during  the  period  of  inflated  prices  follo^Ting  the 
Civil  War,  and  remained  practically  at  their  new  level  during  the 
subsequent  period  of  financial  depression.  A  fair  measure  of 
optimism  is  also  sanctioned  by  the  awakened  interest  of  the  people 
generally  in  adequate  pay  for  teachers.  We  are  justified,  then, 
in  looking  forward  to  the  time  v/hen  competent  young  people  will 
seek  to  enter  public-school  service  in  relatively  large  numbers. 
This  -crill  obviously  make  possible  a  much  more  rigid  selection  of 
candidates  and  an  extension  and  intensification  of  their  train- 
ing. 

Hitherto,  the  states  have  been  unable  to  exert  much  influ- 
ence upon  local  schools  through  the  training  of  teachers.   They 
have  established  normal  schools,  but  the  output  of  these  schools 
has  been  absorbed  almost  completely  by  the  town  and  city  systems, 
leaving  the  rural  and  village  schools  with  practically  no  benefit 
from  the  state's  investment  in  normal-school  education.  .  It  is 
generally  agreed  that  the  minimum  of  preparation  for  a  teacher 
should  be  not  lees  than  two  years  of  education  belpond  graduation 
from  a  four-year  high  school.  A  careful  estimate  places  the 
proportion  of  our  teachers  who  have  reached  this  minimum  as  not 
more  than  one  in  five.  Four  fifths  of  all  our  teachers,  then, 
are  to  bo  classified  as  feither  quite  untrained  or  deplorably 
under-trained. 

This  condition  will  remain  as  Jliong  as  the  states  continue  to 
license  untrained  teachers.  To  discontinue  this  practice  will 
be  a  difficult  task,  for  it  will  run  squarely  against  a  condition 
that  has  probably  done  more  than  anything  else  to  depress  the 
standards  of  the  public-school  service.-  namely  the  attitude  which 
regards  teaching  appointments  in  the  local  schools  as  the  vested 
right  of  the  local  girls.  To  raise  the  standards  to  a  level  that 
will  require  two  years'  attendance  upon  a  normal  school  as  an 
inescapable  condition  of  entering. the  service  will  meet  with 
opposition  from  a  very  considerable  number  of  families  whose 
children  will  thereby  be  excluded.  At  le^st  one  half  of  our  • 
teachers  today  come  from  families  that  are  financially  unable  to 
support  their  children  during  tvro  years  of  professional  preparation 
away  from  home.  Personally  I  believe  that  the  only  way  in  vThich 
this  condition  can  be  met  is  to  provide  for  competent  students 


Pi] 


-17- 


subsid4es  or  scholarships  sufficiently  generous  to  enable  them 
to  undertake  proper  preparation  for  the  service  without  expanse 
to  their  parants.  Even  T7ith  higher  salaries,  I  believe  that 
such  a  policy  will  be  needed'iif  'ffe  are  to  keep  the  profession 
open  to  young  people  from  the  type  of  family  that  we  have  hither- 
to depended  upon  to  supply  our  teachers. 

If  this  policy  could  be  adopted  by  the  several  states,  the 
most  stubborn  opposition  to  the  raising  of  standards  would  be 
silenced,  and  at  the  same  time  the  normal  schools  could  turn 
themselves  unreservedly  to  their  fundamental  task.  At  the  pre- 
sent time,  they  are  handicapped  in  doing  this,  because  they  are 
competing  with  a  licensing  system  that  does  not  recognize  the 
v/orth  of  training.   In  order  to  get  students  in  large  numbers,  j 
therefore,  they  have  been  sorely  tempted  to  neglect  the  needs  of  ' 
the  public-school  service,  and  to  cater  to  the  unprofessional 
ambitions  of  students  who  look  upon  teaching  in  the  elementary 
schools  as  at  best  but  a  stepping  .stone  to  a  more  desirable 
calling.  Under  these  conditions,  the  actual  relation  of  the 
normal-school  v;ork  to  public-school  service  is  sometimes  so  re- 
mote as  to  be  imperceptible. 

If'  the  present  public  interest  in  the  vxelfate  of  the  teacher 
c,an>e  capitalized  anat  made  permanent,  if  our  licensing  systems 
can  be  reformed  ih  a  measure  that  will  make  it  impossible  for  any 
one  to  teach  who  has  not  paid  the  price  of  special  preparation, 
and  if  scholarships  can  be  provided  which  will  make  it  possible 
to  recruit  for  the  publio-schdol  service  the  best  talent  among 
our  young  people,  the  development  of  the  normal  schools  will 
follow  ds  a  matter  of  course,   Instead  of  being  the  least  attrac- 
tive of  the  professional  schools  as  they  now  are,  they  should 
and  V7ili  become  the  most  attractive.   Instead  of  pointing  their 
students  away  from  the  lo\/er  schools  and  particularly  away  from 
the  lower  shcools  and  particularly  avray  from  the  rural  schools 
as,  in  effect,  many  of  them  do  now,  they  will  take  a  fine  pride 
in  preparing  competent  craftsmen  for  duties  as  difficult  and 
Responsible  as  any  that  the  entire  range  of  public  and  social 
service  presents. 

That  the  minimum  standard  of  tv/o  years  education  beyond 
high-school  graduation  is  far  too  meagre  almost  every  student  of 
the  problem  agrees.  As  soon  as  possible  this  must  be  raised  to 
three  years  and  ultimately  to  four  years.  This  will  enable  the 
normal  schools  to  become  v;hat  they  should  be,-  true  teachers- 
colleges,-  great  professional  schools  v;ith  differentiated  pro- 
grams preparing  for  the  various  types  and  varieties  of  public- 
school  service.   In  this  way  the  unfortunate  distinctions  be- 
tween elementary  and  high-school  i;aaohing  v/ill  be  eliminated, 
not  by  leveling  the  high-sohoolf.B«rvice  down  but  by  leveling 
the  elementary  and  rural  service  up.   It  may  seem  to  be  a  far 
cry  from  our  present  donditions  to  this  apparent  Utopia,  but 
it  need  not  be  a  long  cry  > —  nor  is  the  Utopia  one  that  cannpt 
be  realised.   It  is  true  that  there  are  today  over  a  million 
boys^and  girls  who  will  ^peceive  practically  all  of  their  school- 
ing at  the  hands  of  teachers  who  themselves  have  not  gone  beyond 
the  seventh  or  eighth  grade  of  the  common  schools.  To  think  pf 
a  condition  in  vrhioh  every  teacher  will  have  the  equivalent  of 
a  college  education  may  be  to  indulge  in  idealism.  Well — what  of 
it  J  We  have  been  matter-of-fact  realists  in  education  for  a  long 
time — and  we  see  the  result:  a  tee-ohing  personnel  that  is  im- 
mature, transient:,  and  untrained;  salary  schedules  that  have  kept 
the  public  schools  from  competing  euooessfully  not  only  with 


-.18~ 


other  professions  but  with  relatively  unskilled  trades*  a 
proportion  of  native-born,  adult,  while  illiteracy  that  is 
disgraceful,  and  a  total  of  limited  literacy  or  relative 
illiteracy  that  passes  the  "threshold  of  stun";  our  rural 
schools  pitiably  \7eak--the  very  schools  that  above  all  others 
we  must  depend  upon  to  conserve  and  strengthen  the  most  pre- 
cious elements  of  the  Nation's  life  and  the  Nation's  strength; 
and  standards  of  teacher-preparation  that  have  been  authorita- 
tively characterized  as  the  lowest  among  all  civilized  nations. 

In  the  face  of  this  record,  I  believe  that  a  touch  of 
idealism  iB  needed.  We  hav3  operated  our  lo^Ter  schools  on  a 
cheap,  umrorthy  basis  all  too  long.  To  continue  this  policy 
will  be  to  compound  the  injustice  that  we  have  already  done 
our  children.   It  is  time  to  indulge  in  idealism — and  the  ap- 
peal to  idealism  will  not  be  lost  upon  our  people.   I  would 
appeal  to  the  same  idealism  that  freed  Ouba;  to  the  idealism 
that  refused  to  accept  a  punitive  Indemnity  from  China  at  the 
close  of  the  Boxer  rebellion  on  condition  that  the  money  should 
be  spent  on  the  education  of  Chinese  students  in  American 
schools,  to  the  same  idealism  that  has  developed  in  the 
Phillippines  educational  facilities  vastly  better  in  many  ways 
than  those  that  a  majority  of  our  own  children  enjoy;  to  the 
idealism  that  sent  two  million  men  to  France  to  fight  the  bat- 
tles of  democracy.   I  v/ould  enlist  that  same  idealism  now  in 
the  cause  of  education  here  at  home.  A  competent  teacher  for 
every  American  child,  " 


(Prolonged  applause) 


-19- 

THK  t>RT^;f5iDTNG  OFTTCTilR,    COMMISBinTTER  CLAXTO^T:      I  think 
it    'Toula  be  helpful  now   if  v/s  could  hava  anoth-sr  song.      Is 
Miss  Straoter  present?       we  are  goii^g  to  adjourn  in  good  time. 
I  hope  tha  apjat  majority  of  you  can  remain.      I  wish  you  all 

•Tould. 

(Whsreupon  Miss  Streeter  lad  the  r.embers  presenrt  in  a 
patriotic  song,  -.^ith  Victrola  accompataant* ) 

^THE  PRT5SIDING  OFFICER,    OOMHIf^^IONER  CLAXTON:      It    is 
generally  accepted  if  mq  want  physicians  we  go   to  rasdioal 
schools  for  thim,    and  corap  iratively  ferr  man  and  tromen  are 
practicing  midicino  who  have  not  hav'2   some  oducatiogi  and 
training  for  it.        If  ws  want   lawyers,   we  go  to  a  law  school 
for  them  and  not  many  are  practicing  who  have  not  studied  it. 
If  we  want  engineirs     of  any  kind,   we  apply  to  the  colleges, 
the  technical  schools  that  prepare  engineers,    and  one   is  looked 
at  askance,    and  in  doubt,    if  he  applies  for  a  position  as  en- 
gins  jr  and  has  not  had  training  for   it.        Some  countries  have 
accepted  fully  thj  doctrine  that   if  you  want  teachers  you  go  to 
the  schools  that  prepare  teachers,    and  long  ago  there  were 
states  and  nations   in  which  probably  not  mors  than  one  or  two 
percent  of  the  teachers  had  not  had  a  full  professional  train- 
ing for  their  v?ork.     We  have  partially  accepted  it,    and  every 
state  sup])orts  one  or  more   normal  schools,    or  provides  for 
teacher  training  in  state  college  or  university;   but  practically 
nowhere  have  we  fully  aodepted  it.        We  shall  have  to  do  so  be- 
fore we  have  teachers  who  are  trained,    all   of  themifor  their 
work.      I  have  asked  Dr.      David  Eelmley  to  speak  to  us  briefly 
on  the  subject  of   "The  Source  of  the  Suppjy  of  Teachers,"     I 
take   it  for  granted  that  he  will  assume  that  that   source   is 
the  place  where  teachers  are  trained. 

"THE  P^OURCE  OF  f^U^^LY  OF  tEAC^ERS" 
President  David  Felmley,    of 

I  ■  I  ■    I  I  ■  ■    -i       -  ■ ■ " ■ 

th^  Illinois  State  Normal 
University,    Normal, Ill« 

Mr.    Chairman,    ladies  and  gentlemen:      The  hour  is  late, 
and  the  subj  ect  I  have  is  a  rather  prosy  one.      I  shall  not  de- 
tain you  long. 

Statistics  that   I  have  gathered,    and  estimates  that   I 
have  based  upon  th.im,    as   related  to  the  conditions  that  we 
had.   in  our  country  before  the  outbreak   of  the  vrar,   and  the 
general  pracedifiig  what  stability  \7e  seemed  to  have   in  this 
field,    leads  me  to  believe  that  the  six.  hundred  thousand  teach- 
ers,   anisomewhat  more,   that  we  had  in  1916,   taught   on  the  av- 
erage a  little  less  than  nine  years.      The  average  teacher  was 
about  tv/enty-fours  years  of  age.        She  had  begun  her  work  at 
nineteen  or  tv/enty,    and  she  haui  done,    —  think  of   it,    at  this 
agel     ~  and  she  had  about  as  many  more  years  to  teach.      As  was 
pointed  out  by  Dr.   Butler,   possibly,   a  majority  of  these  teach- 
ers began  their  careers  in  the  country,  but  the  country  career 
of  the  average  teacher   is  a  little  ov3r  two  years.      She  has 
then  become  a  teacher  of  experience  and  is  tranajated  t©  town. 
Now  if   it  be  tru3   that  the  average  terra  of  teaching  \7as   about 
nine  years,   we  must  recognize  another  fact    in  connection  with 
it,    .^nd  that   is  tl^t   in  those   states  where  the  standards  of 
preparation  for  t .3 aching  arj  highest   and  most  thoroughly  in- 
sistei  upon,    the  period  in  which  the   teacher*  continues  her 
service  is  longer  than  in  those  states   in  which  the   standards 
of  admission  are  low,   usually  a  rather  easy  examination,    and 
•'/here  constantly  teaching  is  taken  up  as  a  temporary  occupation 


»    •      *  J  • 


'\J 


-20- 


by  many  boys  and  girls.      In  .  Massachusetts,    in  Nsw  Jorssy  and 
California  probably  tho  ssrvica   is  longest,    averaging  consider- 
ably over  t3n  ysars,   -Thili   in  the  states  of  the  South  and 
Middle  West   in  -Thich  standards  are  lov/est,    in  -Thich   it   is   the 

asiest  to  gain  a  teacher's  license,   vre  find  more  temporary  ©ni- 
ployraent,    and  consequently  a  much  lower     average  terra  of  ser- 
vice.'       No'.T  if  we  find  that   one-ninth  of  th3  630,000  teachers 
of  our  country  must  be  rey^laced  each  year,    it  means  that   about 
70,000  teachecs   in  normal  times  are  going  to  be  needed  to  fill 
tne  vgcd-fficies  as  they  exist.        Then  too,    our  population  until 
the  "i^ar  upset   the   ordinary  order  of  things  has  been  increasing 
at    about   a  million  a  year.        This  million  addition  to  our  popu- 
lation    means   about   six  thousand  teachers  must  be  added  to  take 
care   of  the  newcomers   in  our  national  life.      This  makes  our 
total  seventy-six  thousand.      Then  it   is  likely  too  that  because 
of  the  fact  that  our  schools  are  steadily  diminishing  in  their 
enrollment,   particularly  through  the  migration  of  the  people 
from  country  to  to\7n,   partly  to  the  development   of  our  high 
school  system    vhich  calls  for  more    and  mor3  teachers   in  propor- 
tion to  our  population.      If  there  must  be   about   five  'chousand 
new  positions  filled  annually  because  of  the  development   of  our 
school  system,    thus   it  appears  that  v/e   need  in  normal  times 
about   eighty  thousand  new  teachers  that  must   bs  brought   into  our 
schools. 

No\7  \7her«  do  they  come  from?     Froo-'one  hundred  and  twenty 
leading  state  normal  schools  three  years  ago  there  were  graduated 
14,921  teachers,    and  from  the  remaining  state  normal  schools   in 
cur  systems  there  \73xe  probably  graduated  about  1500  more.      That 
is,  we  had  between  sixteen  thousand  and  seventeen  thousand  teach- 
ers griduated  frcoi  cur  state  normal  schools,    of  whom  of  course 
nsarly  all  entered   at   once     the  work  cf  teaching.      Then  our  col- 
leges,   I  believe,    in  that   year  added     six  or  seven  thousand .      I 
have   no  definite   information  on- this  point,   covering  all  of  the 
states.      I  have  been  unable  to"  find  any.     Have  yru  found  any  for 
that  -neriod?     (Addressing  Dr,    Claxton), 

DR.   CLAXTON:     Yes,   -^3   sstimate  about  ten  thousand. 

Tm,  ■p'RLMLTtJYt       But  taking  the  three  hundred  colleges  that   are 
represented  in  the  American  Council  of  Education,    and  eliminating 
from  them  those  that  beieng  to  the  class  of  the    state  normal 
schools,    as   a  few  da,    I  think  thai,'A7ith  the  output  cf  new  teach- 
ers,  not  counting  teachers  who  have,  resorted  to  the  colleges,    or 
naving  given  over  teaching  work   in-order  to  fit  themselves  for 
Higher  service  in  the  profession,    that  the  average   influx  in  the 
colleges  is  probably  ten  or  tvtelva  percent  of  the  entire  number  cf 

new  teachers  needed  annually.      I  am  speaking  now  of  ; .      Them 

from  the  state  normal  schools  and  city  training   schools,    supported 
not  by  the  state  but  by  the  rainicipality  4s  a  part   of  the  municipal 
school   system,    a  situation  as  we  find  in  nearly  all  parts  cf   cur 
country,   we  can  count  about   as  many  more,    namely,    about   ten  or 
twelve  percent  to  bo  added  annually  to   our  body   of  teachers. 

Now,   these  people  have  all  had. a  goodly  measure  of  preparation 
for  teaching..        I  shall  express  raore  in  detail  the  nature  of  th4±r 
preparation  in  a  moment. 

Now  of  this  group  comprising  about  thirty-eight  percent   of  cur 
entire  tealihing  body,   who  have  graduated  from  normal  school,    from 
college,    or  from  city  training  schools,   we  have  another  group  that 
•ve  may  call  the  partially  prepared  teachers.        I  judge  that  the   • 
normal  schools  turn  out   into  the  schools  annually  hundreds   of 
graduates;   but  people  who  have  had  not   less  than  twelve  weeks   of 
work,    fully  one-third  as  many  as  have  graduated,    that  probably 
twelve   thousand  teachers  tnat  have  thus  had  a  touch  of  prof essi-^nal 
training  report  at  the  schools   each  year,   mainly  in  the  country,    as 


16. 

-21- 

has  been  suggested. 

And  then  we  hav3  metny  high  schools  in  our  country  who  are 
doing  something  to  give  what  we  nay  call  professional  training 
to  the  teachers  that  pass  from  the  high  schools,  chiefly,  into 
the  rural  and  village  schools.   In  fourteen  state  subsidize 
high  schools  cr  county  training  schools,  giving  them  a  measure 
of  state  aid,  and  it  would  appear  from  the  statistics  available 
that  not  far  fron  eight  thousand  teachers  have  been  added  in 
these  fourteen  states  to  the  beginning  teachers  in  the  rural 
schools  each  rysar  just  before  the  war,  and  in  the  remaining 
thirty-four  states  v/here  there  are  no  state  subsidiea,  but  •  j, 
where  the  school  board  in  charge  of  the  schools,  in  cider  that 
the  town  may  discharge  a  part  cf  the  debt  that  it  owes  to  the 
country  surrounding  it  has  undertaken  to  train  by  giving  a  few 
courses,  as  they  are  called,  in  the  common  branches,  sometimes 
sor.-:e  studies  in  padagogy  and  psychology  and  the  like,  some  pre- 
paration to  the  high  school  graduates,  who  are  to  go  into  the 
ocuBtry. 

From  studies  made  in  my  own  state  of  Illinois,  in  which  we 
could  not  subsidize  high  schools  and  prepare  country  teachers, 
I  am  led  to  believe  that  probably  in  these  thirty-four  states 
as  many  as  eight  or  ten  thousand  teachers  who  pass  from  high 
schools  into  the  country  have  some  measure  of  work  in  their 
training  for  the  teaching  profession,  JSfit  that  prepares  them 
fortheir  work. 

Now  after  these  deductions  are  made  of  those  whom  I  may 
cai;.  trained  teachers,  and  partly  t»9lti«4  taaoliers.   There 
still  rrjmains  about  t^renty-two  thousand  teachers  many  of  them 
with  little  or  no  high  school  education,  some  of  them  high 
school  graduates,  but  who  probably  havs  had  no  pr3paration 
whatever  for  their  work  except  a  partial  knowledge  of  the  bran- 
ches that  th3y  ars  to  teach,  and  the  3xainple  of  their  own  teach- 
ers which  they  more  or  less  consciously  imitate,  as  they  under- 
take to  run  the  school;  and  now  if  we  are  to  raise  the  standard 
of  teachers  in  our  country,  if  we  are  to  lift  the  twenty-two 
thousand  out  of  this  vale  of  ignorance  in  which  they  lifo  up 
to  a  level  in  which  they  will  hav 3  som3  professional  insight 
into  their  work,  and  if  we  are  to  improve  the  professional 
preparation  of  all  the  other  groups  that  have  been  enumerated, 
it  seems  to  mo  we  have  entered  upon  a  work  that  is  going  to  take 
a  good  many  years  to  accomplish,  andpur  best  endeavors  to  ac- 
complish it  at  all. 

That,  fins  idealism  to  v/hich  the  last  speaker  refers  needs  to 
take  ..-hold  of  whole  communities;  it  needs  to  reach  the  school 
boards  in  the  country  that  hire  teachers,  for  I  believe  that 
half  of  the  teachers  .that  are  employed  in  the  United  otates  to- 
day are  emplcyed  by  school  boards  that  have  no  conception  of 
th3  value  of  what  we  may  call  professional  training.   If  the 
teacher  comes  to  them  provided  with  a  local  certificate,  and 
has  had  experience,  they  ask  no  more  questions,  but  consider  of 
course  that  he  or  she  is  amply  firepared  for  the  work.   That's 
because  of  th  j  f'*ot  that  the  great  mass  of  our  teachers  are 
employed  by  non-professional  boards. 

Now  along  what  lines  shall  the  el^fcration  of  this  body  take 
place?   In  th?  first  place,  we  urge  ^on  our  respective  state 
legislatures  to  raise  the  certificate  requirement's.   W^  ask 
them  to  provide  that  none  but  high  school  graduates  be  admit- 
ted to  examination.    In  our  own  State  of  Illinois  we  found  it 
impossible  to  secure  from  the  last  legislature  even  so  much  of 
a  concession  as  that  to  the  principle  the  teacher^  should  have 
at  least  fair  scholarship  in  thestiM«ots  which  they  propose  to 
teach,   And  then  in  the  next  pla.oe;  we  need  to  convince  school 
boards,  school  officers,  of  every  sort,  administrative  officer?, 


IV. 

legislators,  and  the  teachers  themselvea,  that  is,  those  who  pro- 
pose to  be  teachers,  that  there  ia  such  a  thing  as  professional 
training  that  is  \7orth  -^^hile. 

No?  of  course  there  is  plenty  of  authoriiy  for  believing  that 
professional  training  is  not  so  important.   There  are  plenty  of 
people  who  believe  thxt  if  you  know  a  subject  you  may  teach  it; 
and  this  has  been  true  in  the  highest  educational  circles  in  our 
land. In  the  north  central  association  of  colleges  and  secondary 
schools,  vfhicn  covers  most  of  the  middle  west,  within  the  last 
six  years  there  has  been  imposed  upon  high  school  teachers  the 
necessity  of  at  least  eleven  hours  of  education.   That  is,  it  is 
recognized  that  professional  training  to  the  extent  of  eleven 
hours  out  of  the  one  hundred  and  twenty  seminiary  hours  necessary 
to  obtain  a  degree  shall  have  been  spent  in  this  field;  but  I  ne- 
V3r  yet  have  heard  that  the  college  men  themselves  feel  that  it^s 
necessary  that  they  liave  eleven  hours  of  education  or  any  other 
number  of  incurs  of  progBssiOfnal  training.'  (Laughter  and  applause). 

It  is  right  there,  I  think,  that  we  find  the  most  wanton  dis- 
regard of  the  funiaraental  principle  that  underlies  the  preparation 
of  teachers.    It  is  held  in  such  circles  of  course,  the  greater 
includes  the  less,  and  if  we  study  trigonometry  and  analytical 
calculus,  we  can  teach  the  fundamental  rules,  and  intricacies  of 
fractions  to  children.   We  know  how  it  nay  be  done  in  order  that 
children  may  rejoice  in  the  work  and  assimilate  it  readily.   If 
■ve  have  real  Horace  in  the  original,  are  vre   not  ready  to  teach  the 
beginning  of  English  to  beginners,  on  the  principle  that  the  great- 
er includes  the  less?   We  ioubtless  are?  (Laughter)  Now  as  a 
patter  of  fact,  the  whole  movement  for  the  Improvement  of  public 
education  in  this  country  rests  upon  the  beliefs  that  there  is 
such  a  thing  as  professional  knowledge,  that  a  teacheB  needs  just 
as  there  is  medical  knowledije  that  the  doctor  needs:,  and  legal 
knowledge  that  the  lawyer  neads,  and  engineering  knowledge  that 
the  engineer  needs    In.  whatever  field  is  covered  by  the  various 
types  of  engineering  in   £  man  may  work..  ,   .        ■  .• 

The  fundamental  idea  that  underlies  the  normal  school  is 
of  course  that  principle  stated  long  ago  that  there  is  an  order 
in  which  the  ijowers  of  the  mind  develops,  and  that  there  is  a  ma- 
terial, a  kind  of  activity,  the  experience  that  is  of  the  best 
service  in  developing  these  powers  of  the  mind;  and  hence,  taking 
the  idea  that  education  is  fundamentally  development,  it  is  the 
business  of  the  teacher  to  find  out  that  order  in  which  the  power 
is  developed,  and  to  find  out  the  material  that  best  will  adminis- 
ter to  this  development.   It  is  upon  that  that  the  normal  school 
rests.      There  were  of  course  teachefe  training  schools  at 
earlier  dates  than  the  earliest  type  of  v/hat  we  now  know  as  the 
modern  normal  school.   And  so,  in  the  normal  school,  we  set  out, 
first  of  all, to  study children,  in  order  that  we  may  understand  the 
lav;s  that  govern  their  physical,  their  mental,  and  their  moral 
development. 

And  then,  too,  we  study  the  curriculum.  .  We  study  the  curri- 
culum not  only  from  the  standard  of  the  sociologist,  but  the  sub- 
jects in  this  curriculum  that  are  going  to  be  of  most  value  after 
a  while,  what  knowledge  is  of  the  most  vorth  in  order  that  the  boy 
and  girl  of  today  way  function  as. the  useful  Pitizsn  of  tomorro^. 
But  we  also  study  the  curriculum  in  order  that  we  may  arrange  thes3 
subjects  and  the  topics  in  these  subjects  in  what  we  call  the  peda- 
gogy order.   We  propose  so  to  determine  what  the  attitudes  of  the 
child  are,  what  his  interests  and  tastes  are,  what  his  powers  are, 
what  his  natural  mode  of  approach  to  a  subject  is,  that  we  shall 
organize  these  subjects  of  study  in  this  professional  way.   The 
professional  reorganization  of  the  subjects  of  study  is  the  most 
important  single  piece  of  v/ork,  I  think,  that  we  do  in  the  prer^ara- 
tion  of  teachers;  and  it  is  that  particularly  that  distinfeui«?hes 
the  v/ork  of  the  normal  school  from  the  work  of  the  liberal  arts 


-23- 

But  its  not  only  in  this  that  the  -rorlc  differs.   We  hava 
blraody  been  told  that  teaching  is  o.   apecies  of  service  that  re- 
luires  the  highest  concentration,  the  finest  idealism,  the  recog- 
lit ion  that  the  teacher  holds  the  destiny  of  his  country  in  his 
lands  as  no  other  type  of  citizen  does. 

No'7,  in  order  to  develop  that  spirit  of  consecration,  we 
3Qd  to  h:j.v&   thj  teao}iers  in  the  atmosphere  that  is  surchagg4d  with 
Lt.   We  do  not  find  that  atmosphere  in  any  school  where  the  denart- 
n3nt  of  education  is  neraly  u  sort  of  appendix  or  annex  to  the  more 
mportant  part  of  the  Institution.   In  the  liberal  arts  college  one 
Dbtiins  a  liberal  education.   If  he  getsr  a  professional  education, 
Lt  is  an  incident  rather  than  his  main  purpose  in  attending.   And 
bhe  converse  is  true,  not  primarily,  but  incidentally,  in  the  nor- 
nal  school  does  one  obtain  a  liberal  education.   First  of  all  he 
ittains  a  professional  education.   Tuaet  of  all  he  learns  to  dedi- 
3ate  himself  to  this  cause  of  education. 

Nov/  I  take  it  that  the  .Inormal  school  is,  in  all  countries 
xhare   there  is  to  be  found  a  r>ublic  system  of  education,  the  staters 
hief  agent  in  the  training  of  teachera,  .-nd  as  such  it  is  the  bu- 
siness of  the  normal  school  to  determine  the  ideals,  to  set  up  the 
standards,  and  to  c reate  the  professional  atmosphere,  and  to  sand 
out  the  men  and  uomen  whose  call  is  to  educational  leadership. 

Now  with  reg  ird  to  all  these  other  forms  of  teacher  train- 
ing, institutions,  besides  the  normal  school  thu.t  is  dedicated 
primarily  to  the  training  of  te.ichers,  we  must  rjcognize  their  li- 
mitations.  At  the  present  time  the  normal  schools  of  this  country 
-.re  in  their  respective  states  hardly  turning  out,  vrith  one  or  two 
exceptions,  —  hardly  turning  out,  as  was  stated  by  the  last  speak- 
er, enough  teichers  to  fill  the  graded  schools  of  the  cities  and 
towns.   The  country  has  to  take  what's  left.   The  country,  be- 
c-cuse  of  the  b  ^d  living  conditions  in  the  country,  even  when  salar- 
ies are  good,  because  of  the  want  of  social  life,  presents  but  "... 
little  that  \Till   attract  the  girl  ^/ho  has  once  experienced  the  de- 
lights of  the  town;  ani  the  consequence  is  that  the  best  of  the 
people  find  themselves  in  the  employ  of  the  city  and  the  rest  go  t o 
the  country.   They  have  gone  to  the  country  wholly  unprepared.  And 
so  we  find  our  state  seeing  that  as  our  high  school  systems  are  de- 
veloped, that  these  high  schools  are  going  to  furnish  the  teachers 
for  the  country,  bur  states  are  modifying  their  highj  school  course? 
so  as  to  -orovide  professional  training. 

I  stited  a  moment  ago  that  fourteen  states  are  ioing  this. 
No  state  has  lone  this  so  weel,  or  is  doing  this  so  well  today,  as 
the  Stat 3  of  Minnesota.   Minnesota  has  been  at  it  for  twenty  five 
years.   Minnesota  gives  a  large rsub sidy  to  the  high  schools  that 
uniertake  teacher  training  than  is  given  in  any  other  state.   Minn- 
esota requires  the  instruction  to  be  given  by  a  special  teacher, 
not  by  one  of  the  ordinary  high  school  teichers,  but  a  teacher 
usually  that  lias  had  as  much  as  tenor  twelve  years'  experience, 
and  successful  experience  as  a  teacher  in  rural  schools.   A  part, of 
her  career  possibly,  also,  has  been  spent  as  a  teacher  in  town.   In 
Minnesota  too,  these  schools  are  carefully  supervised.   They  have 
been  succdssfully  supervised,  and  they  have  been  in  a  measure  stan- 
lirdized  out  of  the  experience  of  the  best  schools  of  the  system. 

There  has  just  appe  irei,  —  possibly  it  has  come  to  your 
desk,  —  in  the  last  few  days;  it  came  to  mine,  —  the  report  made 
by  the  President-elect  of  the  University  of  Minnesota,  upon  a  teach- 
er training  class.   The  teacher-training  departments  in  the  high 
schools  of  Minnesota  —  you  will  read  it,  I  am  sure,  but  I  want  to 
speak  of  one  or  tv/o  points.    I  am  going  to  read  a  few  sentences: 
First  class  v/ork  is  impossible*  In  the  teacher  training  schools 
where  as  many  as  fourteen  subjects,  including  a  review  of  the 


1'  -24- 

ic^oc  branches,   including  civice  euid  rbysiologjr  ^mofog  than, 
padi*gog7,  ziuturs  study^   soae  psycbology,    in  ^ugr  crises  ap&rt 
froD  tii3  }  <KU*gogy,  country  school  num^easnt,  countTf  life  pro- 
bl3Bs,   nu,turj  study,   i»rj   ..11  to  t^  tjn^X  by  this  one  tej-chs-, 
^ho  is  «*l80  to  mr  ^xviaa  tcalr  pr^xtics  tacXhing. 

"First  clcuSG  xroik  li*;>083itn.e .     The  develop&sxit  of  studant 
initia.*>lTe  is  ons  of  tha  results  of  good  8ui.ervi8ion.      Skicii 
suggestions  us  night  ba  made  for  the  icpvovecisnt  of  instmcticB 
in  the  dsp'i^to-snts  ..jars  bsen  iaplied  in  the  foregoing  criticiszi. 
Progress  toi7jjd  s.ny  nurl:ed  XapTowemevX  seess  Sklvays  to  aeet  Xc.^ 
in:p£^S3  of  ths  ii^osBible  proposition  iqpon  iHslch  the  dep^rtsent 
TTork  is  bused  —  th^t  one  or  t-'o  rooen,   in  one  year's  tijua,   can 
t3ttch  fourteen  contentful  courses  to  ^  cl^^ss  of  1—  itura  %axid  of- 
ten ill-pr3p«rsd  girls.     The  one  or  ti»o  woaen  are  att^^ine 
to  do    i^t  is  done  by  »  corx>8  of  specialists  in  the  noreul 
schools  siDl  collage  tru.inine  deportaents.     They   ore  usually 
adept  at  serer-iJ.  bfanches,  ^t  con  hardly  be  laagined  to  be 
^ept  in  e*ll." 

And  in  the  concluding  stcttenent  that  coses  at  the  end  of 
this  raport: 

■The  deportasnts  ure  notf  institutions  ivith  Iraeted  interests 
and  amy  effort  to  supplant  thee  ^11  aset  irith  Tigorous  opposi- 
tion.    As  they  t^Te  given  snd  are  giving  gre^t  and  good  sertrlce 
to  the  stute,     of  course  no  one  could  vish  to  sctpDlant  thea, 
except  by  other  training  institutiona  vhich  are  clearly  better." 

"The  wisest  policy,   therefore,   vould  sees  to  be  to  retain 
ths  training  depe^rtBects     inthe  city  schools  a3  a  teaporary  ex- 
pedient,  but  to  supplant  tttim  jj&  soon  aS  pr^iCticable  by  norKal 
school  tr<«ining.        If  the  revenue  no^r  used  by  the  departoents 
vere  diverted  into  adlitiona.   eqaipcent  and  faculty  at  the  noT*!» 
ma),  schools,  ^^ich  alre.uxy  possess  mich  of  the  e<tDlpBent  needs^, 
and  addqua.te  organization  for  handling  so  large  an  enterprise; 
and  if  to  these  facilities  for  training  there  vere  added  a  cer- 
tain degree  of  8ubsidiz<ition  cf  students,    luriqg  their  t^eriod 
of  study,   the  ir^rovaaent  tioull  be  as  aaxked  a»  that  i^ich  .  •. 
aarted     the  introluction  of  the  present  systaa  of  training." 


In  other  voxda,  to  sunn-trjze  this  rovort,  it  costs  from 
75%  to  85%  as  mch  to  train  a  tsacher  in  a  hi^h  echool  as  to 
.-.   ain  the  sane  teacher  in  the  state  norria.1  school.   The  one  ai- 
vantaga  that  there  is  in  the  fact  thr.t  the  girl  no.y  remain  jn 
her  hone  and  tuVe  this  ti-dning  in  Uor  high  school  as  a  sub- 
stitute for  the  last  year  of  tha  high  school  courne,  —  that^s 
the  advantage;  she  lives  at  hone,  she  assists  vrith  the  house- 
".'orl',  she  has  distrijactipns,  of  course,  that  are  inevitable  be- 
cause of  hone  duties  and  social  duties  in  the  conrunity  in  .vhich 
she  lives.    If  she  goes  to  nomal  school  she  leads  a  student's 
life;  she  can  live  in  the  j-rof essional  atmosphere,  ^d  is  much 
raore  likely  to  continue  long  in  teaching  and  is  less  likely  to 
leave  the  -.Tork  and  go  into  business  or  some  other  form  of  ser- 
vice, because  of  t he  t rof essional  spirit,  because  of  the  dedi- 
cation to  service  that  the  life  of  the  normal  school  develops, 
I  think  that  if  //e  are  to  have  a  -'^ell -equipped  teacher  for  every 
child  in  the   country,  it  is  to  be  had  thru  the  development  of 
our  normal  school  system,  by  increasing  the  extent  of  the  worlj:, 
by  icultiplying  normal  schools,  by  extending  their  curricula, 
by  lengthening  their  courses,  uith  such  teachers  as  can  find  it 
expedient  to  continue  their  -xork  and  to  teach  every  phase  of 
the  life  of  the  public  school  system  as  has  been  so  eloquently 
stated  by  Dr.  Butler.   It  is  in  this  direction  that  v»e  must 
hope  for  the  better  day.   (Prolonged  applause.) 

Ttit:  p^i^niDITTO  nPFIOlilR,  dr.  0LA"vtON:   If  you  ^^ill  bear  ^7ith 
me  for  a  minute,  I  \/ish  to  read  some  eKtracts  from  letters  of 
prominent  persons  'Jho   cannot  be  here,  but  who  are  interested 
enough  to  \vrite  letters  uhich  may  be  read  here  and  whjc  h  may  be 
used  for  publication.   It  rrtll   take  only  a  fe"^  minutes. 

Before  I  do  that  I  want  to  make,  fo5:  so  many  of  this  aud- 
ience as  'have  npt  heard  me  make  the  statement  before,  to  shovir 
how  far  away  r/e  are  fron  supplying  all  schools  with  teachers 
trained  in  normal  schools  ai^  graduated  therefrom,  if  all  the 
r^ersons,  men  and  women,  vv^ho  have  graduated  from  normal  schools 
of  whatever  grade,  not  the  public  high  school,  within  the  last 
thirty  years,  v/ere  still  living,  and  all  irere  teaching,  there 
would  still  lack  one  hundred  thousand  teachers  to  fill  the 
schools  of  the  United  States;  iEvna  they  are  not  aj.1  living,  and 
not  a  large  proportion  of  those  v;ho  are  living  are  still  teach- 
ing.  The  normal  schools  are  spending  approximately  tvrenty-five 
million  dollars  a  year  for  all  purposes.   It  will  reQuire  at 
least  seventy-five  millions  before  they  will  have  sufficient 
funds  to  do  the  v/ork  that  we  should  det^and  of  them. 

May  I  read  you,  —  it  --till  take  only  a  few  minutes;  I 
believe  you  'vill  be  interested,  —  these  communications?  The 
first  is  from  Bishop  Homer  Stunt,  of  the  Methodist  Episcopal 
ChuroJa: 


li 


-? 


"The  throe  outstanding  demands  of  our  public  school 
system, ■  named  in  ordjr  in  vhich  thjy  seem  important  to  many  of 
us,  arc: 

1,  Ilorj  aaoqi^ar^  provision  for  moral  training.  It  is 
deeply  f  ;;lt  by  millions  that  so:  j  such  provision  ^s  that  now 
being  mad^  at  Gary,  Ina, ,  must  bj  r.ade  for-  the  gro-7ing  you^h 
of  our  Nation,  Otherwigo  n^  u,re  in  danger  of  becoming  bank- 
rupt of  those  raoral  foyoes  v;hioh  can  at  once  drive  and  steady 
our  Republic, 

2,  Yet  more  ample  provision  for  vocational  training, 

rac^ohing  j.ovrn  to  the  griides,  ' 

%,       .Adequate  pay  for  the  teachers." 


/■  ■■•- .-,... 


-26- 

The  foailoT/ing  letter  is  fror,  Bishop  Oldham,  of  the 
Mothodist  Episcopal  Church,  —  I  read  these  in  the  order  in  ^ 
which  they  were  compiled  by  a  member  of  the  Bureau  of  Educa- 
tion, as  they  came  in: 

"The  Stat3  oaes  it  to  every  child  ai  a  coming  citizen, 
to  afford  him  educational  opportunity  to  acquire  trained  in- 
telligence shot  through  with-  moral  ideal  and  passion.  Ff ail 
the  children  of  any  generation  and  you  dangerously  impariaj 
the  very,  foundation  of  orderly  life.  Cost  vvhat  it  may,  give 
our  children  an  adequate  chance  to  become  good  citizens. 

The  next  comrminication  is  from  Mr.  H,  M,  Potter,  Managing 
Editor  of  th«  Cincinnati  Enquirer: 

"The  shortage  of  teach-ers  is  one  of  the  most  serious  queo 
tions  faced. by  the  United. States.   Thefie  must  be  more  liberal 
support  for  the  schools,  •  If  seems  to  me  that  the  most  vital 
need  now  is  the  building  up  of  teaching  staffs." 

Here  is  one  whose  vrriter  you  may  recognize  before  I 
have  finished; 

"Five  years  ago  the' nation  i^as  spending  two  and  one9half 

billions  on.  intoxicating  drinks  and  about  800  million  on  edu- 
cation --  three  times  as -much  for  drinK  as  for  instruction. 

Nov/  that  we  have  prohibition  the  money  formerly  worse  than 
wasted,  but  nov;  saved,  gives  us  a  fund  from  which  we  ought  to 
be  able  to  increase  the  salaries  of  teachers.  By  fairly  re- 
warding those  who  educate  themselves  in  order  to  instruct  we 
cannot  only  do  justice  to  a  great  profession,  but  we  can  also 
effectively  encoiirage  education." 

— 'Williato  Jennings  Bryan. " 
(Prolonged  applause) 

If  we  pnly  had  as  effective  a  tax  collector  as  the  bar 
rooms  were  during  their  existence,  we  would  get  all  the  money 
we  naed  for  our  achools?   (Laughter  and  applause) 

"Something  like  a  crisife  confronts  our  schools  because 
Qf  the  scarcity  of  well  equipped  teabhers.   I  have  long  been 
m  favor  of  a  higher  compensation  for  teachers  in  order  that 
teaching  may  be  made  more  attractive.   Money  spent  tot   educa- 
tion is  sura  to  yield  large  dividends  in  the  intellectual, 
moral,  civic,  physical  and  vocational  equipment  of  our  citi- 
zens.  The  nation  could  be  poor  indeed  if  it  v;ere  not  for  its 
schools.  They  must  be  fostered  and.  encouraged  by  all  forward 
looking  men  and  v/omen. " 

By  a  mere  coincidence  this  message  comes  immediately 
after  the  communication  received  from  Mr.  Bryan.  The  letter 
I  have  3ust  read  is  from  Hon.  E.  J.  Edwards,  Governor  of  Nev; 
Jersey?  (Laughter) 

(Whereupon  the  Commission  of  Education,  Hon.  P.P. 
Claxton  read  extracts  from  letters  from  the  follov/ing: 
Hon.  Calvin  Coolidge,  Governor  of  Massachusetts;  Hon.'  Lynn  G. 
Frazier,  Governor  of  North  Dakota;  Hon.  William  L.  Harding, 
Governor  of  Iowa;  Hon.  Simon  Bamberger,  Governor  of  Utah; 
Alex.  C.  Humphreys,  Pres.  Stevens  Institute  of  Technology, 
Charles  W.  Eliot,  President  Harvard  IffniVersity;  H.H.  Cherry, 
Pres.  Stats  Normal  School,  Bowling  Green,  Ky. ;  W.  0.  Thomp- 
son, President  Ohio  State  University.) 

After  reading  the  letter  from  President  Thompson, 
Commissioner  Claxton  said:   President  Thonpson  is  about  to 
be  retired  because  of  his  age.'  (Laughter)  He  baDieves  that 
he  is  better  than  ever  prepared  to  sarve,  and  mo^t  of  us  agree 
with  him. 


After  reading  the  communication  from  the  Governor  of  Ala- 
bama, Cor.r  issioner  Claxton  said:    "He  proved  his  faith  and 
words  by  his  v/ork  v/hen  he  put  through  the  Legislature  of  Ala- 
bama last  summer  a  very  fine  educational  code." 

"We  hear  much  these  cfeiys  about  tne  v;ork  of  reconstruction, 
and  yet  in  the  plans  that  are  made  for  it  we  do  not  observe  a 
vigilant  attention  to  the  very  basis  of  our  '.vhole  civilization, 
the  schools  themselves.   When  -/.'a  measura  the  service  rendered 
by  the  schools,  vje  cannot  escape  the  belief  that  society  is  not 
making  sufficient  contribution  for  their  support.   In  both  city 
and  country  there  is  need  of  an  entirely  new  plan  of  financial 
aid, 

"Next  to  tnis  it  seems  to  rae  that  your  congress  ought  to 
av;aken  such  an  interest  as  vould  set  in  motion  a  fixed  puit|>OBe 
nation  v;ide,  of  giving  to  every  state  a  modern  rural  school  code,. 
If  necessary,  the  federal  government  ought  to  interest  itself  in 
surveys  where  they  are  needed, 

"We  have  evidence  of  an  approaching  crisis  in  the  matter 
of  food  supply.   \7e  need  more  acreage  under  cultivation,  and 
more  people  in  the  country,  tov/ard  the  cities  unless  the  chil- 
dren on  the  farms  are  given  educational  advantages  similar  to 
those  in  the  cities, 

#This  is  the  solution.   It  has  been  demonstrated  in  Ohio 
where  more  than  one  thousand  riodorn  high  schools  have  been 
built  in  the  corn  fields.   From  them  the  pupils  go  into  our 
State  Universities. 

"As  I  understand  it,  you  are  dedicating  your  congress 
to  the  very  necessary  purpose  of  stirring  the  lay  mind  into  an 
■awakened  apprecation  of  the  help  which  must  be  given  to  our 
school  system.   It  is  one  of  the  very  vital  needs  of  the  hour." 

James  M.  Cox 
Grovernor  of  Ohio." 

Governor  Cox  had  continually  promised  to  speak  at  one  of 
the  sessions  of  the  Conference.   He  finds,  however.   Hs  cannot 
come. 

"There  is  no  question  but  whst  there  is  a  real  emergency 
in  regard  to  the  shortage  rf  teachers,  but  also  a  real  need  for 
an  increase  in  their  salaries  and  in  the  supriort  of  schools  in 
gsneral." 

Lynn  G.  Frazier,  Governor  of  North  Dakota. 

"I  am  most  heartily  in  accord  with  the  purpose  and  alms  of 
your  conference.   It  T^ill  be  a  great  thing,  a  fine  thing,  if 
thru  this  Conference  the  citizens  of  the  country  may  ba  awakened 
to  the  importance  of  a  more  conscious  and  a  more  liberal  sup- 
port of  the  public  schools, 

"Our  public  schools  are  today  our  greatest  bulv:ark  against 
bolsuevism.  Always  anf\,rchy  goes  hand  in  hand  with  ignorance.  Al- 
ways it  is  the  uninformed,  or  rather  the  misinformed  who  drift 
tovjard  the  passion  of  bolshevisp.   Lenine  and  Trotsky  are  ross- 
ible  in  Rus<?ia  only  because  Russia  has  no  great  school  system 
•^hich  reaches  the  masses.   Revolutions  and  counter-revolutions 
are  daily  possibilities  in  Mexico  only  because  Mexico  has  not 
yet  learned  the  beneficent  influence  of  teachers  and  textbooks. 

The  future  of  America  today  rests  as  never  before  ur^on 
America's  great  system  of  public  schools.  Our  schools  are  our 
greatest  security  against  the  unseen  perils  of  the  future  and 
•ve  should  make  them  v/orthy  of  our  growing  national  life.f 

—  Governor  Henry  J.  Allen  of  Kansas. f 


"It  will  'be  impossible  for  me   to  ccaie   to   the  Conference  on  May  19,    20,    and 
I  am  about  to  call  a  special  session  of  the  Wisconsin  Legislature  and  will, 
therefore,   be  needed  here  at  that  time. 

"It  may  be  interesting  for  you  to  know  that  I  am  calling  this  session  priuar 
ily  for  the  purpose  of  providing  funds  for  increasing  salaries  of  teachers. 
This  includes  University,   Normal  Schools,    County  training  schools,   vocational 
schools,   and  the  entiro  common   school   system. 

Euisnuel  L.  Philipp 
Governor  of  V/isconsin 
Mad  i  son ,   ¥/i  scon  s  in 

"I  regret  exceedingly  that  I  cannot  be  present  in  Washington  at  the  National 
Citizens  Conference  on  Education  to  be  held  May  19th,    20tii  and  21st. 

"I  am  delighted  to  give  you  a  few  figures  on  v/hat  v/e  are  doing  for  education 
in  Mississippi. 

APPROPRIATIONS  FOR  SCEOOLS  AlTD  COLLEGES  FOR  1918  -  1919. 

Schools 

Vocational  Education i $11,000.00 

Common  Schools   3,971,790.00 

Chickasaw  School  Fund  Interest    124,276.98 

Agricultural  High  Schools  252,999.99 

Industrial  Training  School   147,387.86 

For  Indian  School   500.00 

Total   for  Schools $4,507,954.00 

Colleges 

I.    I.   &  College 223,553.64 

A.    &M.    College 377,324.72 

Experiment  Stations   55,000.00 

Alcorn  A.    &M.    College 55,084.54 

Normals  for  Summer   10,000.00 

Normal  College   103,500.00 

University  of  Mississippi   179,546.00 

Total  for  Colleges  $1,003,908.90 

APPROPRIATIONS  FOR  SCHOOLS  AND  COLLEGES  FOR  1920  -  1921. 

Schools 

Vocational  Education   $     168,726.03 

Common  Schools   6,766,512.00 

Chickasaw  School  Fund  Interest   124,276.98 

Agricultural  High  Schools   550,000.00 

Miss.    Industrial  Training  School   291,653.14 

Miss.    Text-Book  Commission   1,800.00 

Blue  Prints  for  Rural  Schools   1,750.00 

Assistant  Supervisors  Negro  R\iral  Schools .: — 25,000.00 

Total  for  Schools $7,929,718.15 


AI^KOPKIATIOIIS  FCH  CCIICCLS  Al^D  COLLKGt:S  FOI.  1919-20    .'Co.iti-nned) 

Ccl  legos. 

Miss.    State  Colleg3  for  Women   $  301,424.71 

A.    &M.    College '   .    .    .  567,064,  ?3 

Sciith- Lever  PunJ. 150,400.00 

Experiment  Stciticns 132,000.00 

/vlcorn  A.    ciM.   Colloge 84,084.54 

Suciaer  ilormal:; 15,000.00 

University  of  !.iis si ssippi 332,647.47 

liiss,   iTormal  College 197,953.41 

Total  for  Colleges $1,780,554.85 

COITTB^gUTZD  BOND- ISSUE  FOB  SCHOOLS  AND  COLLEGES. 

University  of  Mississippi    712,000.00 

A.    &M.   College 885.000.00 

Miss.    State  College  fcr  V/omen 470.000.00 

Alcorn  A.    &  M.   College   139,000.00 

Industrial  Training  School   349,000.00 

Normal  College   276.508.00 

Total $2,831,802.00 


"These  figures  give  you  the  appropriations  for   schools  and  colleges 
for   the  years  1918-19  and  1920-21.      You  v/ill  see  that  wre  raised  our  per 
capita  appropriation  per   child  from  $2.50  to  $4.00     and  we  gave  the  colleges 
practically  vftiat  each  institution  asked.      In  aliition,    we  appropriated  by 
bond-issue  about  four  and  one-half  millions  to   schools  and  eleemosynary 
institutions, 

"Allow  me   to  wish  for  the  Conference  the  greatest  meeting  in  its  history." 

Lee  lA.  Russell 
Governor  of  Mississippi 
Jackson ,  Mi  s  si  s sippi . 


-38> 

Aftar  reading  the  various  conr-iuni  cat  ions,  the  Presiding 
Officer,  Comissimer  Glaxton  continued; 

Tnere  are  nany  others:  I  Till  not  burden  you  -^ith  them.  T 
believe"  that  you  'Tould  be  interested  in  hearing  first  tnat  thar 
a«e  a  gooa  wany  educational  governors,  or  those  ".tho  rroull  Ill's 
to  be  recorded  as  such,  and  it  is  good  when  those  ?rhon  we  are 
accustomed  to  thint  of  as  xoli"ticians,  and  v.'ho  appeal  to  the 
people,  and  are  not  lil^ely  to  go  very  far  beyond  what  they  thin>- 
public  sentiment  .Till  support,  begin  to  vrrite  and  speak  in  that 
vein. 

The  other  night  I  was  in  the  State  of  North  Carolina,  sitt- 
ing by  the  ^7ife  of  the  Governor  of  the  State,  while  he  was  speak- 
ing, and  he  said  v/ords  of  a  kind  that  I  was  not  accustomed  to 
hear  in  North  Carolina  from  those  "whom  v^e  call  politicians  when 
I  lived  in  the  state  some  twenty  years  ago  or  more, and  I  said  to 
the  Governor's  wife:   "That's  a  new  kind  of  speech  for  politi- 
cians.'"  And  she  said,  "He's  only  a  statesman.'"   He  was  saying 
just  at  that  particular  time  that  the  schools  must  be  supported, 
and  in  order  tUat  there  might  be  money  for  it  the  tax  books  of 
North  Carolina  must  tell  the  truth,  the  whole  truth  and  nothing 
but  the  truth;  and  probably  after  all  that  is  a  large  jtart  of 
the  solution  of  the  problem. 

Let  me  thank  you  for  your  very  patient  listening  to  this, 
and  call  your  attention  to  the  program  tomorrow  morning  at  ten 
o'clock  in  Keiths  Theatre  on  15th  St.,  vrhen  Governor  Harding,  of 
Iowa  vjill  preside. 


at  10 


(Vfhereupon,   the  Tfednesday  evening  session  was  concluded 
:39  o'clock.) 


iHURSD^y  :,icKNiiTa-  sesgioi: 

May  20,1920. 


(The  Thursday  morning  sessicn  v?as  convonad  at  Keith's  Sheatro  at 
ten  o'clock  a.m.       The  Commissioner  of  Education,   Hon.  P.P.   Claxton, 
called  tho  meeting  to  order  and  presented  to  the  audience  the  presiding 
Officer  of  the  session,   the  Hon.  V/illiam  L.   Harding,  Governor  of  Iowa.  ) 

HON.  VilLLLm  1.   EiRDINGi       Ladies  and  gentlemen,   I  first  want  to  ex- ' 
press  appreciation  on  behalf  of  myself  and  the     state  which  I  have   the  honor 
Of  representing  for  a  place  on  this  most   important  program.     V/g  feel  that  an 
honor  has  hoen  conferred  upon  us,   giving  us   opportunity  to  have  part  in  an 
educational  program  that   is  not  only  nation-wide,  but  necessarily  worldt-wide. 
Out  in  Iowa  we  like  to  reach  out  "beyond  tho  borders  of  our  natural  ccnfines 
whenever  we  can. 

I  was  introduced  at  a  meeting  dov^  in  Kansas   recently  as  an  "expert 
on  education,"       I  accepted  the  title.'    (laughter)       You  know  what  an  expert 
is,   I  presuiie?       It's  an  ordinary  man  away  from  home.'      (Laughter) 

Ihe  topic  for  discussion  this     morning  is:   "Adjusting  the   Schools  to 
Now  Ccjnditions,"       And   I,   of   course,   as  the  Presiding  Officer,    ani  the  wielder 
of  the  gavel,  will  take  an  opportunity  to  make  a  short  speech.    (Laughter)  Which 
speech,   of  course  is  extemporaneous.'       I  vn-otc  this   on  the   train,   so  if  I  have 
trouble  at  times   in  translating,   it  will  be  becn.use   of  the  train,  and  not  be- 
cause I  am  c  poor  v/riterl    (Prolonged  laughte*) 

y^Q  have   outgrown  the   old  theory  in  this  country  that  education  is 
free.       The  new  slogan  is,   —  "All  must  be  educated."     And  that  slogan  must 
be  written  into  the  he-arts  and  minds  of  the  people  of  this  country  if  we  ac- 
canplish  the  purpose  that   ought  to  be  accomplished.     It  used  to  be  that  the 
public  school  v;as  an.  institution  almost  sacred,  and  was  to  be  maintained  for 
institution's  sake.     V/e  nov;  aro  pursuaded  that  boys  and  girls  arc   sacred,   and 
that  the   school  exists  not  because   of  institutional  value,  but   for  boys  and 
girls.      (Applause)         I  have  said  in  the  presence  of  college  professors  that 
1  would  rather  break:  a  coxirse   of  study  into  a  thousand  pieces  than  to  drive 
gne  boy  or  girl  out  of  a  schooll      (Applause)     The  modern  notion  is  that  the 

school  exists   for  boys  and  girls,  and  not  boys  and  girls  for  the  school.      It  is 
the  duty  of  the  state  —  This  is  my  text;  you  v;ill  find  it   Isaiah  some  pLacel 
(Laughter)  —  it  is  tho  duty  of  the  state  to  furnish  every  child,   every  boy 
and  girl,  an  opportunity  early  in  life  to  find  out  y/hat   they  want  to  do,  and 
then  prepare  them  to  do  that   thing  well.       Now,    if  you  do  not  remember  anything 
else  ttet  I  say,   I  want  you  to  remember  that.'      (Applause) 

SJho  business  of  the  .school  is  to^ fit  boys  and  girls  to  live  today  and 
tomorrow  in  a  practical  and  m  an  idealistic  vcrld.     The  education  mast  do 

those  tvTO  things.     The  training  must  be   two-fold  in  purpose,   first  and  primar- 
ily,  so  that  the  individual  can  easily  be  self-support tag.     You  can't  do  much 
in  training  a  fcan  with  an  empty  stomach.       Second,   so  that  the   individual  may 
contribute  something  to  gud  enjoy  civilization.     Not  enou^  for  him  just  to 
live,  but  he  must  contribute  something  to  civilization.       That  education  v/hi  cJi 
does  not  onlajTb*  th^rfaitltios  of  tho   individual  to  enjoy  tho  .;ood  and  noble. 
thinL"8  of  life  and  make   for  contentment,   :>s  a  failure.     'Hio  child  of  today  fa- 
ces a  now  and  changed  world  from  th;it  whi  di  confronted  tho   child  of  y3StGrday. 
Tho  SGhOol  must   load  and  not   trail.     Sor.e  of  you  know  v;hat  that  word  m.^ans,   if 
you'hava  ovor  ridden  in  a  Ford  with  a  trailer  behind  it  J    (Laushter  )     Tho  schocl 
must  anticipate  tomorrow.     Tho  child  of  today  miist  be  trained  for   the  years  in 
which  he  vrfLll  live  his  active   life.     Tho   fact  that  the    school  is  a  beacon  lifrht 
ou£ht  to  cause  men  and  vromen  to  give  it   their  very  best.      It  seoms  to  me  that  v/-- 
oufeht   to  be  able  to  fro  out   to  the  younr-  men  and  young  women  of  this  coxmtry  in 
an  appeal  for  tho  -utilic  school,    for  there  is  no  field  that   offers  Greater  op- 
portunity to  render  service  to  the  world  than  that     of  a  teacher  in  the  public 
schools,        (Applause)     Thort   is  smjill  place  left  in  the  world  for  what   is  call- 
ed common  labor.       Tho  work  of  the  world   is  done   by  brain  and  not  by  hand.    The 
v;ork  of  the  v;orld  today   is  done  by  brain  power  and   not  by  hand.      One  person 
does  with  machinery  now  in  a  few  hours  viiat  it    formerly  took  scores  weeks   to 
perform.       Conseqtent  ly,    there   Is  more  time    for  play,    sttidy,    idleness,   and  it' 


2. 


up  tc   tho  schools  to  ree-cJi  out   nnr;  and  ta^e   the  time   that  ehortor  hours  of  la- 
bor have   ;:ivcn  to  the  mon  and  ■v;omen  of  this  country,  and  use  that  time. 

The  school  must  pls^n  to  keep  this  trained  mind  occui:ied  through  ".11  thi 
life  v;ith  useful  constructive  things  as  menial  labor  becomes  scarce;  and  this 
is   one   of   the  nev  conditiais.     a11  must  be  trained  to  v/ait  on  thaneelves,  or  to 
X-ut  it   in  another  v/ny,   each  must  be  Vvilling  to  clean  vq;  his   own  dirt.'    (Laughter) 
\»e  cannot  i:errait  the  public   school  to  allow  the   imjrression  to  go  out  that  there 
are  classes,   that   one   is  better  than  another. 

The   rural  school  has  -erha-j^E  more  i^roblems  to  meet  because  of  clanged 
conditions   than  ::erhai:s  has  the  urban  school.         The  matter   of  food  production 
is  vital  to  the  future  of  our  leoiile,       Primarily,  with  the  rural  schDol  lies 
the   solution  of  the  x  roblem  of  keeping  enough  folks  en   the  land  to  feed  the 
people.     The  attractiveness  cf    farm  life  should  be  a  theme  rxonning  through  ev- 
ery coxirse  of  study,  not  only  in  the  country  schDol,  but   in  the  urfean  school 
as  v/ell.       Just  in  proper  t ion  .--.s  thera  is  a  falling  off  of  the  maintenance  and 
imjrroving  of  the  soil  and   its  cultivation,   just  so  fast  are  we  on   the  road  to 
failure.       There  have  been  civilizations     in  tTre  days   gone  bv,   —  a  careful 
study  of  the  fc^ginntng  "of  .their  dovrnfall.  will  show  that  it  can  be  traced  to 
their   lack  of  cultivation  and  naintenance  of  the  soil.     Anprica's  future  among 
the  nations   of  the  world  depends  upon  our  concentration  on  our  soil  resources 
and  developing  them.     We  must  not   forget  .  that,  whether  v;e  live   in  the  coon  try 
or  in  the  city. 

Rural   school   improvements  is  a    matter   intimately  connected  with  bet- 
ter transportation.     As   the  roads  of  the  community  are  better,  the   schools  can 
be  consolidated,   and  their   efficiency  increased.     'Hhe  rural    school  should  be 
made  the  conroimity  centre. 

The  old   time   lyccum  or  debating  society  should  be  revived.     Father 
and  mother   and  children  went   to  the  school  house  together  in  the  old  days  under 
that   institution,  a  r/onderful   institution.     Rew  England  made   its  greatest  pro- 
gress under  the  Old  TON-ai-Meeting  System.     Every  citizen  rras  then  a  statesman, 
and  carried  his  burden  of  govornnent   intelligently;  but  I  fear  now  that   if  you 
tried  to  hold  a  torm  meeting   -ithout  years  of  instruction  in  some  of  the  New 
England  States,  you  v-xDuld  think  thiat  you  were  in  some  foreign  country!    (Laughter) 
Nov/,   the  childrin,   instead  of  going  to  the  LycoTam  vrith  fatlier  and  mother  to  de- 
bate the  grave   subject  of  whether  the  "Pen  is  mightier  Than  the  ST:ford,""go  to 
the  movie."  a11  alone,    to  have  their  passions  aroused,   to  see  —  I  almost  use  a 
profane  word,   —     so-and-so   fall  from  the  top  of  a  buildingf!       A  li6  ;'.Titten 
into  thie  picture  I       And  I  said  to  my  Latin  teacher,  v/hen  I  v/as  in  college:   "Dont , 
make  me   take   the  examination,  because  if  you  do  I  vdll  have  to  v/rite  on  my  cuff  J 
iind  that  isn't  a  good  thing  for  me  up  herel       So  don't  put  me  to  thie  test,     'i^he 
temptation  is  too  great'"     (Laughter  and  applause)         The   school  house  should 
be  used  six  days  and  evenings,   —  six  days   in  the  v/eek,   tv;olve  months  in  the 
year,      (applause)     \'Jq  have  too  much  money  invested  in   school  property  to  have 
the  door  locked  so  much  of   the   time.      In  my  state  alone   in  school  property,   tic 
last  estimate  I  had  \738  over  fifty  million  dollars  of  money  invested  in    school 
property,       Iflien  thinlc  of  only  using  it  three,   four,   five   or    six  hours  a  day, 
five  days  in  the  v/eek,  and  eight  or  nine  months  of  the  year'       No  banking  in- 
stitution, no  manufacturing  institution,   could  prosper  under   those  conditions. 
The  way  to  reduce  school  taxes,  —  and  you  v;ill  all  be   interested  in  this; 
you  will  v;ant  to  take   this  homo  to  your  folks,  —  the  v;ay  to  reduce  school  taxes 
is  to   increase  the  return   of  th  3  investment.     The  way  to  increase  the  return  of 
the  investment   is  to  have      the  school  touch  more  people.      Fifty  million  dollars 
invested,   touchiv.,    nav  a  million  people.     Make   those  schools  touc|i  two  million 
people  and  you  could  add  one-fourth  of  the  investment  and  still   be  saving  mone.y. 
You  have  got  a  bunking  proposition  that  you  can  sell  anyplace  in  the  world  to  a 
financial  expert.      The  schools  should  bo  a  magnet  attracting  every  person  ir 
the   conmunity  to  thit   school.       There  isn't  any  man,  vmsn  or  child  living  in  a 
community  that  oughit  not   to  be  attracted  to   the   school.       And  whenever   thers   is 
a  community  where  that's  not   true,   the  school  is  not  living  up  to  its  opportun- 
ity.    The  gi-eatest  difficulty     with  the   school  today  is  that  it   is  not  appre- 
ciated and  used  by  the  community  in  -iiich  it   is  located.       Tho  school  is  a  mine 
of  wealth,  available  to  the   community,  but  today  unused.     Boys  and  girls,  a  mod- 
ern school  house,   v/ell  equipped,   -.rell  paid  trained  teachers,  a  v.'idc  avTake   janit- 
or, a  faithful  truant  officer,   and  mcmey  in  the   treasury,   —  an  honest- to-God 


'6. 


school  board::,(laug3iter)do  not  muhe  a  school.     You  can  have  all  of   those,  and 
you  VTOn't  have  a  school.       Ono  all  important,  absolutely  oesontial  thing  is 
lacking,  —   interestod  active  parents.     Yqu   cannot  get  away  fron  that.      They  aru 
the   folks  that  make   the  schools,     We  need  a  campaign  of  education  to   arouse  the 
parents  of  .jnerica  to  the  fact  that  the  schools  are  their  property,  a«i  in  their 
care  and  keeping;  and  peodtthcir  every  ''.ay  attention;  and  T7hat  I  hope  will  come 
out  of  this  HBeting  will  to  a  group  of  men  and  women  on  fire  to  go  back  to  the 
communities  and  preach  tho  gospel,  —  This   is  your  school;   this   is   your  problem, 
and  it's  up  to  youl      (Applause)       The   impression  has  gro^^n  up  that  the  school 
is  just   for  boys  and  girls,  when  tho   fact  of  the  matter  is   it  is  for   tto  whole 
community.     John  Smith,    the  successful   ferner,   living  out  at  the  edge  of  tovm, 
graduated  at  the  State  Agricultural  College  at  state  expense.      He  lives  in  a 
school  district.       Ho  is  not  on  the  school  board,  and  therefore  makes  no  con- 
tribution to   the   school,     excdpt  to  pay  his  taxes.       Now  you  get  that  picture.. 
Is  John  Smith  discharging  his  duty  to  the  district  and  tha  state  for  what  they 
have     dene   for  him?     I  say  not.     What  can  you  do?     John  Smith  graduated  fron 
tho  Agricultural  College  and  is  a  successful  fanner,  a  man  v;ho  has  been  carrying 
on  experiments,  a  man  v;ho  has  made  progress  in  the  community,  and  the  state  in 
farming  and  live  stock  raising.     What  should  he   do?       He  should   step  over  to  the- 
school     and  the  community  centre  and  ha   should  deliver  a  course  of  lectures  on 
farming  in  general,  and  on  particular  subjects     that  he  is  especially  qualified 
to  talk  upon.       The  same,  obligation  rests  upon  the  banker.     Of  course  he  cannot 
waitribute  as  much  as  the   farmer.     What  he  can  he  ought  to  give.      The  same  ob- 
ligation rests  upon,  the  blacksmith,  upon  the  merchant;  and  no  man  has  a  ri^t   in 
America  today  to  take   from  our  public  schools  an  education  and  then  sit  down  in 
a  community  and  not  give  something  back;  and   that's  the  mental  attitude  that  we 
must  get  in  the  people  of  the  country, 

Tho  teacher  should  prepare  popular  lectures  on  the  subject  that  she  or  ho 
teachers.     Chemistry  may  be  the  subject.     All  right,   the  teacher  prepares  a 
popular  lecture  on  the   subject  of  chemistry,  and  the  fathers     and  motliers  ard 
the  boys  and  girls  gather.     The  teacher  goes  on  and  shows  the  ramifications  of 
chemistry,  how  it  reaches  out  and  touches  the  kitchen,   the  home,   in  a  dozen  v;ays, 
and  how  it  affects  business.     The  daughter  says  to  her  mother,   "I  guess  I   will 
not  go  to  high  school.     I  t}-ink  I'll  go  dovm  in  the  Department  Store  and  work." 
Today  mother  is  absolxitely  lost.     She  has  no  argunent;  but  if  mother  and  daugh- 
ter have  been  in  the  school  room  together,  listening  to  the  wonders  of  chemistryj 
the  waiders  of  biology,  and  so  on  down  the  line,   the  mother  will  put  her  arm 
arntmd.    that  daughter  and  say:  "No,  we  vdll  struggle  along;  we  want  you  to  have 
these  thin;is."      And  then  she  will  help;  she  will  be  in  a  position  to  tell  the 
daughter  of  the  things  that  ar«^  there.  We  are  having  trouble  in  this  country  to- 
day to  keep  the  boys  and  the  girls  in  the  high  schools.     Vrtiy?      Because  you  have- 
not   told  the  boys  and  girls  what   tho  high  school  is.       If  a  commercial  house 
had  education  to  sell,  and  repeat  orders  were  in  propottton  to  the  first  orders 
as  high  school  graduates  are  to  the  enttiea  are  to   the  entries  in  the  grades, 
tlat  commercial  house  would  go  bankrupt.       The  manager  would  be  pronnunced  a 
failure.       Now,  don't  lay  all  this  at  the  door  of  the  teacher.     It  isn't  the 
teacher's  fault.     It   isn't  the  salesman's  fault  if  your  goods  do  not  sell,    if 
they  are   of  honest  quality.     The  commercial  house  today  advertises  its  goods. 
It  prepares  the  way  for    its  salesmen,  and  we  must  advertise  tYB  public  school 
in  American  if  we  expect  to  sell  i  t  to  the  boys  and  girls.    (Applause)     And  if  ••e 
do  not  make  more  sales,  we  are   going  to  have  a  hard  time  getting  past  the  first 
of  January.     Education  mjist  b  e  popularized.      It  ought  to  be  the  popular  thing 
to  be  at  the   school  house.      You  imow  when  our   forefathers  wrote  the  Constitution, 
they  provided  that  we  could  not   have  such  a  thing  as  an  aristocracy  of  bldod  in 
this  country.     Well,   that  was  a  wise  provision.     We  have  an  aristocracy  in  this 
country  tho;   its  the  aristocracy  of  wealth.     That's  just  as  bad  as  the  aristo- 
cracy of  blood.     There  is  one  kind  of  aristocracy  that  can  and  ought  to   be  in 
existence  in  America,       It's  the  aristocracy  of  brain,      (Applause)     The  man  or 
woman  v4io  can  think  a  hew  thought, do  something  that's  vrarth  while ..ou^t  to 
stand  out  in  the  comnunity  because  they  are  capable  of  thinking  or  doing"  that 
thing. 

Just  now  we  are  much  agitated  about  the  question  of  preparedness  for  na- 
tional protection.       I  am  not  going  into  a  discussion  of  this,  but  I  mnt  to  say 
just  one  or  two  things.       Peace   is  constructive;  war  is  destructive.   The  same 
training  and  skill  that  will  build,   can,   in  reverse,  destroy.     The  J^\^^ 
so  far  as  we  were  concerned,  ^vas  fought  vdth  the  head  and  ndt  with  the  legs. 


4. 


Do  you  evor  stop  to   think  about  that?     All  that  training  that  v/e  have  ha^.   fcr 
thirty  or  forty  years  of  the   lei:s  of  the  Jnen  of  this  country  v«,s  not  really 
us3d  in  the  last  v;ar.       'Vith  a  little  bookkeeping  as  to  availa'^^ility  of  men, 
every  dollar  spent  for  education  can  be  counted  over    in  the  colunm  of  de- 
fense. And  we  vdll  have  sane  money  available  to  take  car'^  of  some  of  the 
problems  that  ar^  confronting  us  no-v. 

'JPhe  teacher  should  be  paid  a  living, supporting  v.age.ffhat  ou^t  not  to  have 
to  be  discussed,  and  the  salary  should  be  paid  for  tv/elve  months   in  the  year. 
Now,   out   in  ray  country  ro  farr.  v/ith  horses,  —  we  use   them  on  the  farm,   I 
should  say.       If  a  horse  gets  old  v;e  don't  turn  it  out  to  grass;  we  take  care 
of  it  for  the  usefxilness   cf    tho  days  gone  b".     We  doii't  hire  over  bankers  for 
nine  months   in  the  yei. r;  v/e  hire  them  for  a  whole  year.        The  school  teachers 
should  bo  hired,   and  Be.  paid  tv/elve  months  of  the  year.     IPh©  school  teacher 
should  contract  for  a  period  of  not  lass  than  five  years.      You  say   that's  re- 
volutionary?    No,     'I'he   fact  that  you  do  not  contract  with  a  teacher   for   only 
ninei;anonths  is  the   excoption  that  proves  the  rule.       You  ctaitract  with  every 
body  else  in  the  v/orld  for  a  period  of  3rear8  except  the  school  teacher,  then 
the  school  district  should,  out  of  its  o\'m  money,   see  to   it  thet  the  teacher 
is  decently  housed.     (Applause) 

i^eaching  shovld  be  made  a  profession,     'x'he  standard  should  be  high.  And 
then  you  shouldn't  vary  from  the  teacher.     Once  a  teacher,  alvyays  a  teacher. 
A  personal   illustration:     I   tau^t  school  once.     You  may  not  believe   it,  but 
it   is  true.       In  the  old  davs  ,  when  v;e  used  to  get  by  on  a  third  grade  cer- 
tificate.'  (Laughter)     Afterv^ards  I  studied  law.     They  ask  me  now  as  governor 
once  in  a  while  what  my  occupation  is.     I   say:  "A  lawyer,"  and  not  a  teacher. 
1  have  not  practiced  law  for  some  years,  but  I  am  a  lawyer;  al4ays  vdll  be 
proud  of  the  profession.     I  ou^t  to  be  in  a  position  to  8i.y:   "Teacher,  proud 
of  the  prefessionJ"        (Applause)     Make   it  a  profession,   so  that  men  and  women 
can  enter   it   for  a  life's  work,  ani   stay  there. 

Kow  a  man  cannot  practice  law  until  he  meets  the  requirements'  of  the 
state.     It  does  not  make  any  difference  how  scarce  lav/yers  are:  he  can't  get 
in.     The  lav/yer  reprosonts  your  property    rights  in  court.     The       taaoher  re- 
presents the  constitutional  rights  of  boys  and  girls.     V<hich  of  the  two  are 
moro  sacred,  —  your  property  rights,   or  the   guaranteed  comtittitional  ri^ts 
of  boys  and  girls?       Shame  on  America  for  having  been  asleopi     V/e      -took  a 
great  institution  that  was  handed  us  from  the  fathers;  we  assuraad  that  it  would 
run  itself  and  accomplish  the  purpose.     And  here  we  are   today  realizing  that 
the  institution  that  ought  to  be  the  foundation  rock,  and  must  be  the   fcundation 
rock,  has  been  allowed  to  decay,  and  not   to  function  as  it  ought  to  function. 

Nov;  I  am  taking  althgether  too  much  time,  but   thon  that   's  a  mistbko  that 
a  presiding  officer  alv;ays  makes.     I  did  vant  to  talk  to  you  a  little  about 
consolidation,  and  some  v»rk  in  ccnnection     with  mines  in  our  ovm.  state  mining 
schools,   and  things  along  that  line;  and  I  ray  get  a  cl-ahce  later.     I  knov;  you 
are   anxious  to  get  to  ths   program.     Me  have  a  very  interesting  group  of  men 
this  morning.       I  am  not  going  to  attempt   to  eulogize. fflhe  first  sp^Ject  on  the 
program  is    :   "Mooting  Kev  Tests  of  Kural  and  Urfean  Life,"  by  Dr.  Albert  Shaw, 
the  Editor  of  the  Eeviov/  of  Heviews.       I  now  take  great  pleasure  in  presenting 
to  you  Dr.   Shaw,  whom  you  all  know  thru  his  great  publication.      (Applause) 

DR.  ALBERT  SHAV/i     Governor  Harding,  Mr.  Conmissioner  Claxton,   Ladies 
and  gentlemen:     I  qioalifyas  an  expert  by  about  the  same  title  that  you  pos- 
sesf-,  and  my  only  experience  as  a  teacher  was  on  the  prairies  of  your  state, 
before  your  time.  Sir  I      (Laughter)       And  I  taught  a  country  school.     I  vuas 
nineteen,  and  my  pupils  v/ero  from  six  to  twentyi^six;  and  I  taught  all  elemental 
and  intermediate  and  high  school  subjects,   and  I  tau^t  singing.'    (Laughter); 
and  I  also  ran  a  debating  society  evenings,  and  I  had  the  neighbors  in;   I  had 
the  parents  there.     I  was   very  young,ribut  1  had  some  notions  about  the  kind  of 
thing  that   I  believed  a  school  ought  to  be   in  tho  vicinity.      I  did  my  best.   I 
was  not  able,   for  various  reasons,    to  follow  that  profession  of   teaching,  which 
I  so  much  respect,  and  so  much  believe  in  ,  and  atout  \^ich  I  am  so  enthusias- 
tic; but   I  tried  to  associate  with  teachers  all  ny  life,  and     I  had  the  pleas- 
ure, and   I  had  th^  benefit  of  kno'^dng  a  very  great  many  of  th.em,  and  in  some 
very  modest  \'7ay  I  have  tried  myself  in  the  different  professions  I  >av8   fol- 
lowed to  do  what  I  am  sure  the  Govornor  in  his  |)rofeSEion  has  tried  to  do,   to 


5. 


cousidor  that  all  worlc  in   lifo  h::s   its    :ducation~l  plrse,  has   its  aducr-tional 
r-spccts.       Vio  must  ell  toach  from  our  o-.'.7i  standpoint,   ard  ^y  tho  ner-surG  of 
our  opportunities,  ^nd  vv-j  must  nil  associat?  ourselves  to  the   vory  utmost     rdth 
v.'hr.t   is   tho  central  fuaturo  of  cur  ijneric-Ji  lifo,    tho  Tusinoss   of  transmitting- 
the  'est  v;o.hav-j  to   the   coninj  j?nr-n-.tion. 

Now  I,    too,   havG   sonc  rxtcir.porancDvis   remarks.'    (LaUi-htor  )  i^nd   I  nay  say, 
frankly,  that  I  h..vc  tho  h-'it  usually  of  coraTiittin*  my  "cxtoinporE.noous  ronailcs" 
to  paper,   hecauso  for  ne    it  exes  ""ith  my  trado,   :-nd   is  ttc    lasiost  thine,. 
(Lauihtor)       I  havr  no  ir.ipo rtcint  ramr.rks  to  r-.aico ,   -  causa' I  an  merely  t;i'ving 
an  appendix  of  viiat  tho  Go^rnor  h^s  eo  -.voll  said.      I  should  like   to  associate 
myself,  as  our  Enrlish  friends  s.y,  vdth  the  ro-arlcs  of  the  governor.     I  am  G'la? 
ho  said   axactly  the    things  fe-^   did  say,   '•ocauso  these  arc  th^  things   I  believe  to 
ba  true   and  to  ^e   timely,  iind  tho   thincs   I  will  hav^   to  say  horo  v/ill  more   or 
loss  repeat   the   thinfre  he  hr.s  said,    oxcrpt  that   I  s-y  it  in  a  sli::htly  different 
v.-ay,   —  not  so   ^ood  a  vTay.        x  . 


(Dr.   Shaw's  prolirainary  romr.rks  were  follov;Gd  ty  tho  follomnf*  address) 


"MEETING  NET?  TESTS  OF  EURAL  AlTD  UEBAN  EIEE.  " 

By 

Dr.   Albert  Shaw 

Editor,   The  Review  of  Reviews,  New  York  City. 

I  have  long  regarded  our  Commissioner  of  Education,   Dr.   Claxton,   as 
a  statesDoan:     first,   in  his  conception  of  the  country's  needs;   second,     in 
his  grasp  of  appropriate  remedies;     and,    third,   in  his  power  to  set  forth 
convincingly  the  things  to  be  attained  and  the  means  to  be  adopted.     I  have 
not  caHled  him  an  educational  statesman,    because,    in  his  definition  of  the 
term,  education  is  the  vital  process  by  virture  of  which  the  nation    renews 
itself  and  axivancrs  upon  the  lines  of  its  higher  destiny* 

Education,   therefore,    is  the  essential  phase  of  all  state aoQan ship  in  a 
democracy,   and  not  a  separate  and  distinct  interest.     Yet  there  must  be  partlc>-L 
ular  means  towards  the  axihievement  of  general  ends.     And  while  the  aims  them- 
selves are  universal  recognition,   the  means  must  often  be  considered  profess- 
ionally and  technically. 

It  is  quite  conceivable  that  the  educational  process,    speaking  broadly, 
would  go  forward  through  a  hundced  other  agencies  if  our  vast  mechanian  of 
schools  and  special  institutions  for  formal  instruction  were  allowed  to 
fall  into  decay  and  disuse.     Haoan  faculties  would  somehow  find  training, 
and  a  great  heritage  of  information  and  of  culture  would  be  transmitted  to 
the  new  generation.     Bat  the  damage  would  be  calamitous,   the  loss  would  be 
almost' incalculable,   before  readjustment  could  be  made. 

Civilization  cannot  maintain  even  its  present  levels  without  forethought, 
public  policy,  and  constant  effort  through  the  use  of  recognized  instrument- 
alities.    Certainly  higher  levels  can  only  be  attained  through  still  bolder 
and  wiser  proposals,   the  conscious  Adoption  of  policies,   and  the  fuCther 
creatton  of  practical  means  toward  idelized  ends. 

Sideavoring  to  find  a  true  perspective  in  observing  the  drifts  and 
changes  of  American  life,   I  have  for  a  number  of  years  been  convinced  that 
what  we  most  need  is  affirmative  public  policy  based  upon  an  analysis  of 
things  as  they  are.     I  am  glad  to  believe  that  we  are  moving  in  the  direction 
of  such  formulations.     I  am  inclined  to  welcome  rather  than  to  lament  some 
of  the  sensational  predicaments  in  -.vhich  we  now  find  the  country  involved, 
because  the  country  cannot  well  solve  its  problems  until  it  \anderstands  what 
those  problems  are.     And  it  will  not  fix  its  mind  upon  them  with  concentration, 
until  they  present  themselves  as  crises. 

I  notice  on  the  title-pes©  of  our  program  a  motto  to  this  effect:     "The 
school  situation  is  a  national  menace". 

Bat  Dr.  Claxton  has  ki»wn  that  in  various  aspects  the  school  sit\iation 
had  been  exceedingly  unfortunate  for  many  years  past.     There  are  new  phases 
of  it,    due  to  the  chaotic  conditions  following  the  war,    that  are.  sensational. 
Kbt  only  are  they  sencational  when  summarized  in  nation-wide   statistics,   but 
they  are   sensational  in  their  concrete  local  effects.     The  consetjience  is 
that  they  appear  in  bold  headlines  on  the  front  pages  of  the  newspapers, 
and  everybody  at  length  perceives,   in  the  words  of  this  motto,   that  the 
school  situation  is  indeed  a  meiiace. 

That  situation  has  long  needed  radical  improvement.     It  was  hard  to 
improve  it,   however,    because  there  was  so  little  public  realization  of  the 
need.     It  took  the  war,  with  its  electric  illumination  of  social  conditions 
in  England,   for  example,   to  produce  the  new  British  Education  Act,     British 
democracy  emerges  as  a  new  social  and  political  structure.     The  children  are 
now  the  nation's  wards  and  principal  assets.     Every  child,   in  the  conception 
of  this  new  law,    is  to  be  made   secure  in  his  right  to  the   safeguarding  of 
his  health,    in  the  development  of  his  physical  and  mental  power,   and  in  his 
specific  training  for  a  useful  part  in  the  life  of  the  nation. 


j 


7. 


And  what  is  that  national  life  in  77hich  the  child  is  to  have  his  part? 
First,   It   is  a  life  of  cooperative  effort  for  toaximum  economic  production 
and  for  relatively  equal  distribution  of  the  results  of  such  cooperation. 
Second,  it   is  a  life  of  associated  activities  on  a  plane  implying  intelli- 
gence,  self-respect,  personal  and  family  dignity.     It  implies  the  extinc- 
tion of  poverty,  along  with  the  abolition  of  ignorance  and  inefficiency. 
It  would  be  easy  to  elaborate,  whereas  toy  object  is  nerely  to  suggest. 

Out  of  the  war  in  Great  Britain  ttere  erorges,  s,8  I  have  said,  a  new 
conception  of  the  future  of  the  nation;   and  that  conception  is  most  fund- 
amentally exptessed  in  terms  of  educational  policy.     It  is  seen  that  certain 
things  had  been  lacking,  and  that  they  are  to  be  obtained  throrgh  the  delib# 
artte  adaptation  of  means  pplicy  ani  code  of  Great  Britain,   because  it 
exhibits  so  distinctively  the  kind  of  proceeding  that  every  great  national 
entity  must  adopt,  if  it   is  to  fulfill  its  reasonable  destiny.     Itere  must 
be  an  unflinching  study  of  the  facts;  there  must  be  faith  in  humern  progress; 
there  must  then  be   the  adoption  of  |)olicies  to  produce  the  results  that  are 
agreed  upon  as  the  things  to  be  desired, 

I  fully  admit,   then,   that  we  have  entered  upon  critical  times,  and 
that  the  school  situation  is  a  national  menace.     But  vdien  I  refer  to  tl« 
school  situation  I  think  of   it  in  the  broader  terms  of  the  things  to  te 
achieved  for   social  progress,  rather  than  in  the  narrovser  terms  of  teaching 
as  a  distinct  profession.     Not  only  have  we  to  reseue  the  teaching  pro- 
fession, and  maintain  the    schools,  but  v«  have  to  go  still  farther  and 
make  the    schools  serve  more  perfectly  than  ever  before  the  real  ends  of 
education  —  that  is  to  say,  of  national  '.velfare. 

It  is  evidently  a  cause  of  the  depression  that  exieta  in  many  teinds 
to-day  to  find  that  with  the  ending  of  the  var  v«  did  not  arrive  at  the 
millennium.     Two  years  ago  ths  nation  fe^t  itself  rising  to  great  heights 
of  motive  and  of  endeavor.     It  was  freely  said  that  since  the  nation  had 
discovered  the  power  that  lay  in  unity  of  purpose,  it  wcaM  gladly  proceed, 
when  the  war  was  over,  to  perform  many  peace-time  tasks  that  would  remedy 
old  evils,  remove  Inequalities,  and  bring  us  into  a  new  and  better  age. 
Party  strife  was  mitigated,  the  hsroic  mood  was  every^ere  in  evidence, 
large  views  were  prevailing  over  petty  ones*  ani  it  seemed  easy  to  believe 
that  v*en  the  war  was  over  th©  vast  energies  stimulated  by  the  em&rgency 
could  at  onca  be  set  at  work  to  solve  the  recognised  Bocial,  iniustrial, 
and  educational  problems  of  the  cctentry. 

J  believe  that  we  sl-all  yet  find  that  such  benefits  will  eome  from 
the  war's  unlocking  of  energy;  although  wo  must  reckon  with  the  confusion 
and  reaction  of  a  Jieriod  immediately  foll«wJng  the  great  8trugg3?9.     In  the 
psychological   sense,  the  war,  requiring  as   it  did  concentration  and  massing 
of  effort  toward  a  single  end,  had  the  great  advantage  of  being  definite* 
Ordinary  life,  with  its  seeming  conplexities,  is  bewildering  because   it 
'affoitls  us  80  many  competing  alternatives,  aid  presents  so  many  choices 
that  seem  to  involve  conflict.     The  war  was  simply  and  paramount.    Decis- 
ions of  wast  importance  were  made  on  a  day's  notice  here  in  ^shington, 
and  the   country,  without  questioning  th&  wisdom  of  those  declsiwis,  rose 
as  one  ^sr  to  meet  the  task  imposed. 

Unheard-of  sums  of  money  v«re  needed,  and  the  country  aooepted  changes 
in  taxation  that  otherwise  would   i»t  have  come  ab&ut  for  a  century.     Tax- 
ation not  sufficing,  the  country  was  told  to  lend  its  funds  to  the  Govern- 
ment; ani  accordingly  sane  forty  millions  of  Jieople  invested  in  the  differ- 
ent national  loans.     The  farmers  were  told  to  raise  food  to  win  the  war 
and  save  Europe;  and  they  did  it  regardless   of  the  shortage  of  labor  and  the 
cost  of  production.     Householders  were  told  to  provide  exportable  food 
surplus  by  abstaining  from  one  article  or  another;  and  thus  millions  of 
tons  of  foodstuffs  were  made  available.     When  soldiers  were  needed,  tlB 
draft    enrollments  brou^t  more  than  twenty  millions  of  young  men  with 
an  unprecedented  willingness  to  face  p9ril. 


Dr.  Albert  Shaw 
8. 


Thus  the  country  irade  a  sijpreme  effort  and  yielded  its  human  and 
material  resources  vilthout  complaining  md  with  fine  devotion,   in  a  crisj# 
that  obscured  all  ordinary  cones iderations.     During  the  strain  of  that  per- 
iod it  vsas  felt  that   if  dnly  peace  could  come  vre  should  find  the  earth 
anotter  heaven.     It  v.-as  believed  that  in  the  crucible  of  war  men  had  been 
teated  and  tried,  the  drosB  burned  ai:7s.y,   the  cpure  gold  left.     It  was 
thought  by  many  that  the  lessons  and  sufferings  of  war  would  have  made  men 
and  women  reasonable,  kinily,  unselfish,  fit  as  never  before  to  bear  the 
burdens  of  society,  to  live  in  brotherhood  —  in  short,  to  translate  dreamo 
Of  progress   into  swift  achievement. 

Nor  did  Visions  of  a  better  country  lack  formulation,   to  a  consider- 
able extent.     Ve  had  found,   in  the  actual  examination  of  millions   of  young 
men  for  military  service,  a  far  higher  percentage  of  illiteracy  than  had  been 
euppoeed.     Plans  to  meet  this   situation  were  widely  discusced;  and  it  v;a8 
believed  that  the  country  would  surely  adopt  them,  and  carry  ttem  throu^ 
v?hen  the  war  v/as  over. 

Phjieical  defects  vsere   found   to  be  appallingly  prevalent,  ard  again  it 
was  believed  that  the  country  would  vdthout  further  delay  adopt  measures 
for  the  physical  education  and   training  of  all  children,  v/ith  continuation 
through  the  early  adult  period.     Conceptions  vere  formed  of  the  application 
of  preventive  medicine  to  the  preservation  of  child  life  and  the  training 
of  the  young  generation  for  efficiency,, and  for  that  kind  of  sanity  of  mind 
and  character  that  requires  the  healthy  body. 

■Remarkable  discoveries  were  made,   in  the  testing  of  the  war  period, 
regarding  the  manner  in  which  the  new  elements  of  non-English-speaking 
population  had  been  increasing,   too  rapidly  for  tlB    ordinary  processes 
of  assimilation.     Ihe  country  was  determined  to  support  a  soimd  program  of 
-aroericanization,   counting  the  pecuniary  cost  of  little   consequence  as  com- 
pared with  the  great  ends  to  be  attained, 

rhrougjh  the  demand  mad©  upon  the  agricultural  districts  for  greater 
food  stipplieB,  there  came  to  be  realized  as  never  before  the  fact  that 
throu^out  vast  portions  of  tho  country  there  wae  either  little  jqetin  or 
some  actual  fallinr-off  in  rural  population,  while  the  growth  of  commercial 
and  industrial  populations  in  tovme  and  cities  hod  been  very  rapid.     Men 
of  vision  and  of  Jpractical  fitness  for  teadership  formulated  programs  for 
the  upbuilding  of  farm  canmunities,  pointing  out  the  dnnfjer  to  the  country 
of  allowing  rural  life  to  decay..  But  ttese     plans  are  not  being  \rorked 
out,  and  the  tendencies  that  make  for  crowded  cities  and  a  neglected  country-- 
side have  been  accelerated  rathsr  them  retfjded  by  reason  of  ttB  war. 

These  conditions  have  produced  discouragement  and  aw&kened  alarm,     "fet 
to  those  of  philosophic  mind,  and  historical  perspective,    the   immediate 
conditiona  are  merely  those  of  inevitable  transition.     They  will  serve  a 
valuable  purpose  if  they  help  us  all  to  reach  the  In^ortant  conclusion 
that  constructive  policies  must  now  be  adopted;   and  that,   even  as  in  war 
time  so  in  peace  tine,  ends  to  be  attained  must  be  made  definite,    andireans 
towards  ends  must  be  decided  ftpon,  and  the  bijls  must  be  |)aid  even  through 
they  be  large. 

This  conference  will  deal  with  many  phases  of  the   school  situation, 
both  general   and  technical.     I  have  nssrely  this  one  broad  view  to  xresent 
—  namely,  the  need  of  c:  bold  policy  that  must  be  as  definite  md  as  fund- 
amental as  tte  policy  adopted  three  years  ago  when  the  countty  entered 
upon  war.     At  that  time   it  was  believed  that  the  nation  faced  a  menace, 
and  it  adopted  the  means  that  the  particular  emergency  required.     It  waa 
a  military  menace,  and  we  rose  to  meet  it,  using  means  adapted  to  the 
ends  in  view.     Now  we  have  adifferpnt  kind  of  menace,  but  a  real  one;  .-  ^ 


i. 


Dr.  ..Ibert  Shaw 
9. 


arid  vre   shall  not  deal  effectively  v/ith  it  unless  -.vo  are  oon-.^inced  that   there 
is  such  great  reward   in  r.eeting  it   successfully  that  v/e  can  abundantl-r  cxff-^rd. 
to  pay  the  cost. 

Ihe  menace   of  -war  co/ifrontod  nr,  in  our  natioral  capacity,  tut  '-'e  r.et   it 
'.vith  Pleasures  both  natiom.1  ani  loc:>l.      I  helieve   that  the   dangers  to    otir 
civilization  that  confron  us  no-/  arc  also  nation— .-a de  in  thoir  character, 
and  that    the   case  is    one   for   rjational  diagnosis,   aid  to    sora  extent  for 
national   rer.edy.     The  diagnosis    can  b3  made  "by  the  application  of  -rarious 
statistical  tests,   and  by  the  surnarizing  of  nunerous   survc/s   that  ha  '13  al- 
ready been  nade.      The  conditions    to  be  ttet  affect  our  social  stiucture  as  a 
'.vhcle  .      The   school  crisis   nc?v  affords   the  nost  striking   illustration  of 
those  conditions,   and  rnay  be  regarded  as  the   nost  central    fact. 

First,  v/e  are  confronted  by  the    appallirt:    shortage   of   teachers.      The 
war  has  resulted  in  doubling    the  cost  of  livinftf  and  the  pay  of  the    salaried 
classes  responds  nore    slov/ly  to  such   changes  than  the  v^agcs   of    labcr.      1 
will  not  enter  into  that  phase,  because.,   though  over\7helr:ung    in  its   iri.TOd- 
iate  effects,    it  is  not  as  f isida^-ental  as   sone  people   consider    it. 

I.iuch  more  fundainental  are   the    fs.cts  about    the  training  and    fitness  of 
teachers,  the    v/ork  of  schools  as  related   to  the  ends   arf.  ob^cts  of  education, 
and  distributuin  of   schools  as  regards  the  reeds  of   the  |»pulati  on  and 
the  broader  ains   of  public  policy. 

There  v/as  a  period  v/1  thin  the  -enory  of  ren   aid  women  now  livirg  v/hen, 
in  the  United  States,   the  average  Condi  tior^    of  coijptry   life  v/ere  mar©  fa\'or- 
abl8    than  those   of   tovrn  life.     Those   conditions    >£Te  charged  '.-/ith  the  groat 
progress  cf  industry  and  cormerce,  and  tire  fcassing  of  v/ealth  in  \irban   con>- 
nunities,     Engineering  progress,  and  scientific   loic-rledge   iave  availed  to  abcli 
abolish  sluns  and  to    standardize  t?E    conc'itions    cf   life  in  the    large  ItOTTnB. 
inhere  has  been  steady  incre<ise    in  educational  pjant  and  opportunities,   bo- 
cause  the   great  tovvn  has  been  permitted,  by  the  policy  of  the  State,   tc  draw 
upon  its  concentrated  resources  of  v/ealth,    to".pro'd.de  school,   facilities  of 
a  superior  kind.     Meanv/hile    the  prevailing   t;7pe    of   school   facilities  of  a 
superior  kind.     Meanv/hile    the  pro  vailing  type   of  school  in  the   country  has 
remained  the  cne-rocn,    one-teacher  ostablishTent,   far    less  effecti'/e    in   its 
relation  to   the  rural  comunity  than   the   country   schools    of  fifty  or    se'^nty- 
five  years  ago. 

Fron  the  economic  standpoint,   the  State  is   differing  through  lack  of  a 
proper  development   of  agricultural   resources.     This    is  not   cnly  true    of 
great  Eastern  States  lil<B    2Tev;  York,  Pennsylvania,    aid   Virginia,  btit    it    is 
hardly  less  true    of  States  further  vrestv/ard,    lite    Ohio,    Indiana,   and  Kentucky. 
Even  in  the  |)rairie  States  there   is  narked  absence  of   the    kind    cf  definite 
policy  that    ould  prevent  rux'.l  decay. 

A  sound  policy  under  ^*lich   country  life  -vould    flom-ish,  vTOuld  not  be  at 
the  expense  of  the  tovms  in  the    long  run.      On  the    contrary,    the  increased 
Vv-ealth,  confort,  dignity,  ard  happiness   of  rural    life  v/ould   sustain  and  en- 
ri  (3i  the  tow-ns.     i.s  ratters  stand    to-day,   the    children  of  fc  reign-born 
parents,  v.-ho  are   predor.inantl^'-  to   be    fbuni   attending  the  adnirablb    schools 
of  tiie    cities,   are   having  Bj;eat!  of  public  money,    for    thr-ir    edixatin  and 
training,    at  least  several  hundred  per  cont,  mere  per  individual  than  the 
average  child  of  older  ^j.;erica.n  stock,    livir^    in  the    farming  districts. 

The  consequences  begin  to  appear  in  a  State   lil22    ITev;  York.      In  the 
earlier  day  the  country  districts  develops d  leadership.     At  the    present, 
tint,    the  superior    facilities   cf  the  toxvns  an?,    cities  are  producing  the 
vast  rnajority  cf  those  7ihc  are   corning  forward  in  the    professions,    in  the 
control  of  papital  and  business,   and   in  the  r£na,gar,'ent    of  politics  ard 
govcrnr.;ent , 


10 

I  should  not  diminish   in  the   sli;  htcst  moasure  tho  free  opportvaiitios 
that  are  nor;  afforded  in  New  York  City,   l9t  us  say,   for  the  elementary  ln> 
struction  of  all  the  children,  and  for  tho  advanced  instruction  of  as  many 
as  chooso   to  continue   in  schools.       But  it   secsns  to  r.e  a  most  appalling  thing 
that  the  State  as  a  whole   should  fail  to  see  "/hat  is  at  once  its  clear  duty 
and   its  c^eat  opportunity.       The  small  country  district  cannot  possibly  pro- 
vide suitable  educational  facilities  for   its  children. 

Tho  averare  population  of  a  tenement  house  block  in  Nev/  York  City  is 
equal  to  that  of  -.vholc    townships  in  tho   country  includinfr  villaees.        Single 
tenement-houses  are  often  ris  populous  as  entire  school  districts  in  New  York 
State.       Suppose,   however,   that  each  tenanent-house  block  was  made  a   separate 
school  district,  and  was  obliged  to  provide   its  avm  school  facilities.     Ob- 
viously,  the   enormous  development  of  education  in  the  tovms  and  cities   is  duo 
to  tho  unity  of  the  municipal  corporation. 

I  am  not  her::;  to  prescribe  details  of  a  needed  refoim.     The  principles, 
hovrever,   become  evident  v.'hon  onr  surveys   the  deplorable  conditions.     The  State 
should  regard  its  rural  population  and  its  landed  domain  as  its  i^o  most  essen- 
tial assets.      It  should  adopt  policies  ".f  ich  vvould  stimulate  rural  life,  and 
brinr  ^ck  the   lands  to   fertility  and  to  full  production.      The   State  of  New 
York,   for  instance,   is  easily  capable  of  from  five   to  ten  ti-res  as  creat  a  de- 
velopment in  farm  and  garden  production,   dairying,   fruit  culture,   and  the  like 
as  tte  existing  average  annual  output. 

To  brinr  about   this   greatly  increased  production  v/ould   require  a  con- 
siderable period  of  time,   and  tha  careful  adoption  of  a  series  of  stimulating 
measures  and  policies.     But  tho  first  and  foremost  of  these  policies  should 
grov;  out  of  the  principle  that  ths   farmer's  children  ar     not  to  be  penalized 
for  stickin-  to  the   farm.     Ths  consolidated  country  school  should  not  be  the 

Jtrsa^^a?l^iH6u]:¥'nS^^^^4^bl  l^o->S^5|5^^kS4feed?^e^HfS"c^^t5^?gli^'" 
the  burden  of  the  graded  schools  of  New  York  City  should  be  throvm  exclusively 
upon   the  parents  of  the  children  \*o  are     assigned  to  each  pj.rticular  school 
room.       AS  much  i-ains  should  be   taken  by  the  Sfete   of  Now  York  to  create   in- 
stitutions for  the  rehabilitation,  and  the  modernizing,    of  country  life,  as  ^ 
the  authorities   of  New  Yoik  City  have  taken  in  creating  such  marvelous  insti- 
tutions as  tX^e  T/ashin-ton   Irving  High  School  -^ith  a  hundred  vocational   spe- 
cialities,  the  City  college  for  young  men.   Hunter  College  for  young  women, 
various  manxial  training  and  technical  schools,  and  so  on. 

2h©  prob  lem  should  not  be  approached  in  a  drifting  or  dribbling  way. 
It  should  be  met  squarely,   on  larf:8  lines,   by  men  of  vision  and  of  courage. 

When   the   State  d(»oi4«».—  under  some  kind   of  encouragement   from  the  na- 
tion    because  the   larcer  aims   of  our  educational  policy  should  have  deliberate 
national   s?.nctia)n  —  v^en  tho  State,   I  say,  decides  to  ireet  the  menaces  of 
our  peace-time  civilizaticn  as  boldy  as  we  met  the  menaces  of  the  war  period, 
we   sh^ll  enter  upon  ane  ra  of  true   conservation.        In  working  out  the  prin- 
ciples  of  human  canservatix^n,  we  shall  also  develop  and  conserve  our  material 
resources,   -  the  soil,   the   forests,   the  water  supplies  and  so  on. 

I  do  not  believe  in  meeting  tl»   crisis  caused  by  the  Mortage  of  teach- 
ers -.vlth  mere  palliatives  and  with  pitiable,    temporizing  measures.     I  Relieve 
that  we  Should  turn  the  tables  completely  and  meet  th2  crisis  by  the  adoption 
of  ^^old  policies.       The  profession  of  teaching  is  not  desitned  to  decline, 
but  on  the  contrary  h.is  ahead' of  it,   in  a  future  not  long  distant,  such  op- 
portunities as  should  invite  thousands  of  young  men  and  women  to  tram  them- 
selves for  -.vhat   is  to  be  decidedly  the   foremost  of  the  profession. 

The  schools  henceforth  are   to  be  less  narrowly  academic,  md  more  ob- 
viously and  immediately  a  p'.rt  of  the  general  life  of   the    community.     Others 
more  competent  than  I  am  v;ill  deal  vdth   specific  n-easures,  and  ^^^^yj'^l 
be#.an,   in  expressing  -the  belief  that  the  present  crisis  vo  11  lead  us   to  see 
the1L-ed  of  adopting  large  policies,    in  order  not  only  that  teachers  my  be 
pail  a  living  wage  and  schools  rraintained.   but  that    education  in  the  broadest 
sense  my  'e  treated  as   the  supreme   o-ject  of  statesmanship.      T-e   further  con- 
tinuant of  our  ^marican  institutions  no.v  depends  upon  universal  training  for 
cufzenship;   and  upon  the  prosperity       and  success  of  our  social  and  economic 
life,  rural  as  v/ell  as  urban.  (Prolonged  applause) 


11. 

THE  PRESIDING  OPPICER,    GOVEi<I-:OH  HABDIIIG:  I  have  knovm  for    scire    tirre 

that  there  r,ust     be  a  great  reason  T^aclc  of    I*.   Shaw,   and  his  wonderful   suc- 
cess.     I  now  knov;  the  greason.      It's  two-fold,   —  first,   because  in  his  early 
life  ha  tau^-ht  school;   second,   because  he  e.i?.  that   job   in  lovva.'    (Laughter  anf; 
applause. ) 

You  knov/  man  ^o  to  the  mountains,  —  in  the  olden  days  went  to  the  moun4 
tains    for   the  purpose   of  interpreting,   but  thoy  alT7ays  ,v;o  out   on  the  plains 
to  get   the  resources  with  v:hich  to  sustain  j^reat  clTilization.       We  are  f^lofl 
out   in  Iowa  that   the  doctor  went  to  New  York.       They  neoded  him  there  J 
(Lauiihter) 

Ihe   next  eubjoct  on  the  pro'-jsm  is:   "  A  Practical  Program  for  the  Devel- 
opment    of  the  Rural  School."       It's  a  bif  subject,  and  so  they  picked  out  a 
big  nan  from  a  big  state   for  the   job  of  uiscussing  it.     His  name  "Pinefran" 
is  a  familiar  one.      (Laughter)       And  whether   this  is  the  orifrinal   or  a  relative^ 
(Laui'^iter)  Will  be  demonstrated.        It  gives  r.e  great  personal  pleasure  to  pre- 
sent tho  Hon.   Ihorras  E.   Fines^m,   State  Superintendent  of  Public  Instruction 
of   tho  State   of  Pennsylvania.      (Applause) 

"A  PIuiCIICAL  PKOGKii.a  FOR  THE  DEVELOPJffiNT  OP  THE  KUHAL  SCHOOL." 
By  Hon.   Thcmae  E.   Finegan,  State  Superintendent   of  Public  Instruction  of  the 
State  of  Pcnn&ylvania. 

Governor  Harding,  Ladles  and  Gentlen3en:         !.ly  talk  too,    is  extemporan- 
eous, but  not  like   the  Governor's,  nor   the  distinrui shed  author's.      If  I  had. 
knovz-n  that  these  men  were   to  present  the  finished  product  that  they  did  pre- 
sent,   I  should  have  endeavored  to  obtain  tho  necessary  assistance  to  teve  en- 
tered into  competition  with  ther...      (Prolon.'sd  laughter  and  applause)     Now  I 
confess  that  I  had  a  feeling  of  {reat  uneasiness  durini.:  the  whole  poriod  of  ths 
Governor's  address.       Because  ho   touched  one  aspect  after  another  that  related 
absolutely  to  my  th=;sis,  and  I  v/cndered  i  f  he  would  leave  a  sing-le  thing  for 
iiiC.       Now,  he  did  not.'    (Prolonccd  laughter  and  applause) 

(Governor  Harding,  at  this  point,  amid  roars  of  laut^hter  from  the  aud- 
ience, presented  I^.  Finogan  with  his,  the  Governor's,  rasnuscript,  from  which 
he  had  spoken, ) 

MR,    PIKEGAN:    (Continuing).        Nov;  I  am  sure   that  I  could  do  nothing 
which  v/ou Id  be  more  effective  than  read  this  address  to  you.    (Laughter)  And 
if  the  Governor  had  had  a  better  teacher   in  penmanship   (prolonged  laughter  ani 
applause),    I  mi^t  have  attempted  the   job.       Governor,    I  appreciate  your  gen- 
erosity, but  it    is  an  absolute  impossibilityi    (Prolonged  laughter  and  applauBe ) 

V/e  have  today  a  very  definite  American  policy  in  education,   and  that's 
this:        So  far, that  each  state  is  held  responsibile    for   its  ^stem  of  educa- 
tloij;  and  so  the   states  very  generally,  have  adopted  a  platform  on  education, 
and  we  find  this  in   our  Constitution,   saying,  with  some  elaboration  and  soma 
embellishment,  as   to  the  needs  of  education.        You  will  find  in   the  constitu- 
tions  of  nearly  every  state  in  the  union  a  provision  which  in  sii'Stance   is 
this,   that  the   legislature  shall  provide  a  system  of  free  education  wherein  all 
the  children  of  ths   state  may  be  educated.      Now  that'„  c on sti tuti  onall;^ mandate 
presupposes  that  every  boy  an?,  girl  in  the  state  under  that  pro*iilon  -shall  be 
given  an  equality  of  educational  opportunity,  and  notwithstanding  tte  fact  that 
cne  state  after  another,   until  nearly  every  state   in   the  unicn  has  put  that 
fundamental  principle  into  its  constitution,   there  ias  nc  t  a  state   in  America 
which    has  yet  complied  v;ith  its  provisions  an-l  given  to  the  boys  nnd  girls 
■f  any  state  an  equality  of  opportunily   of  educaticnal  affairs. 

There  is  no  ether  institution  in  Ame  ri  ca' v;hi  ch  make  s  so  little  progres:: 
in  the   last   century  as   the  rural  school,      i'h.at  fact  vss  pointed  cut  by  each  :f 
the  gehtlemen  who  i^rededAd  me.       New  are  wo  going  to  make  progress?     .ire  we 
going  to  comply  with  what  has  been  determined  to  be  th3  .=-jrerican  policy  in 
education,  and  give  t.   the  boys  and  girls  r; ho  live  in  the  rural  re,ions  the 
same   opportunity  for   cbtaining  an  oducat  ionnthat  is  i.roviieddfc  r  the  "feoys  and 
girls  wh-r  live   in  the  cities  and  villa-es?     And  if  r/c  are,   h:w  are  we  to  Ac   it? 


12. 


Nov/,   there  o-re  certain   factors  which  enter  into  an  efficient  school. 
If  v;e  provide  these   facilities,   tevint,  these  factors   in  tb£  school,    is   it 
i''r.;^.0S6il'le   tc  ;_rovide  them  in  the  coiintry?     What  are    thsy  nwv?       One   cf    the 
more  cssentir.l   factors   in  tha   achoel   is  the  -:;ric'a  of  time  which  the  school 
is  in  session.       Kor;.   ladies  and  gentlemen,  u.w  make-  no  KistaJte  ahout  tWs 
rural   school  problem  being  one  of  the   great  problems   in  public  education, 
i^lesen  million  boys  and  girls  in  this  country  are  in  attendance  upon  the 
rural  schools  of  .jnerica  tolay.       Eleven  million.'     Hhis  is  a  problem  v;hich 
is    just  as  vit:.!  to  the  city  as   it   is    to  the   country.       The  relative  propor- 
tion of  the  people  living  in  the  country  ani  tie  city  clianges  ^,dth  every 
census,   and   I  am  .•nxious  to  hear  v;hat  the  result    of  the  census  just  taken  vil] 
aha/,     '.te  have  come  up  almost  to  an  eoual   division,   and  I   ihink   the  census  of 
the  current  yer.r  v;ili  shov;  that  there  are  inore  people  living  in  the  cities 
than  r.re  living  in  tZie  rural  regions.      So  that  it  becomeso^  a  problem  in  which 
the  people  of   the  cities  have  ouite  as  I'^en  and  vital  an  interest  as  the 
people    living  on  the  farms. 

l?o\;  during  the  past  tvro  or  three  weoics   I  have  been   traveling  som.e->7hat 
out  in  thee  open     somevhat,    in  fovor  different  states.     And  do  you  know  I  have 
not  seen  a  rural  school  in   session  in  any  one   of  these  states  this  m^onth?  ihe 
doors  are  locked,      ^"hey  have  had  the  required  periods   of  time   of  instruction 
'.7hi  ch  the  lav.-  requires,  and  they  close  up  their  schools   seven  months,    six 
months,   five  months  rural  schools   in  my  own  state?   the  period  of  time  which 
the  rural  schools  are   in  session,   seven  month,  —  one  hundred  forty   days;   th9 
period  of  time   in  v/hich  the   city  schools  are  in  session,    ten  months,  — two 
hundred  days.       Can  you  give  to   the  boys  and  girls   out   in  the  country  dis- 
tricts one  hundred  fortjjc  (3ays,  and  some   of  them  only  one  hundred,   the  same 
efficient   instruction,   the  same  education,   that  you  give  to  the  bojrs  ard  girlr 
in  the   city   .hen  they  have  two  hundred  days  instruction?       Vihy  of  course  you 
cannot.     -:.nd  so  --^e    nust  come  to  the  proposition  that  schools    in  the  country 
districts  must  be  maintained  for  a  period   of  time  equal  to  that  v/hich  vv-as 
maintained  in  the  cjty.     If  a  boy  or  a  girl   living  in  the  city  is  entitled 
to  ten  months  instruction,   then  I  say  that   the  eleven  million  boys  and  girls 
living  out   on  the   farms,   in   the  rural  regions  of  .(America,   are  entitled  to  a 
ten  months'  period   of   instruction. 

Fov;,     -.-s  one  factor,   your  period  of  time.         Let's  tal«  a  second  fac- 
tor,—  fhe  equipment.      I  do  not  need  to  describe  to  any  of  you  people  the 
equipment  of  a  country  school.         You  see   it.     Every  one   of  you  have   seen  it. 
Ccxnpare   it  -."ith  the  school  buildings  in  the  cities,   --ith  the  equipments  whid-i 
are  provided  for  the  school  buildings   in  the  populous  centres,  and  you  will 
readily  see  that   it  is  not  possible  In   that   little  one  rocm  school,  with  the 
meagure  equipment,   to  civo   to   the  boys  or  girls  there  that  efficient   instruc- 
tion v/hich  can  be  given  to  the  boys  and  girls  who  are  in  the  better  buildings, 
vdth   the  better  Bquipncnts. 

liow,   ri^t  in  connection    -ith  this  same  thing,    loolc  at  -''hat  they  are 
doing  in  the  populous  centres  and  schools,       Some  of  the  things  -.vhich  they 
are  doing.     Look  at  the  great  human  interest  v/hich  the  people  express  in   the 
different  things  v/hich  are  being  done   in   the  schools   in  the  populous  Centres, 
because  of  the  great  aggregation  of  people  that  are  brought   together.      Jhe 
unfcr  timate  child,   the  cripple   child,   the  deficient  child,   the  blind  child, 
the  deaf  child,   the  tubercular  child,  the  anemic  child,   — all  these  dif- 
ferent Classes  of  children  in  the  states,   there  are  large  numbers,  and  be- 
cause you  can  get  at  them  and  segregate  than  and  give  them  that   special  atten- 
tion v/hich  their  needs  entitle  them  to.       How  about,  the  country  districts? 
Such  special  attentirai    is  an  absolute   impossibility.     But  ife  it  possible  so 
to  organize  the  schools  in  the  country  districts   that   some  human  expression 
of  a  great  state  or  a  great  nation  can  reach  out  to  these  unfortunate  chil- 
dren? I   think  it   is.        bo  the  second  factor,    the  buildings  aM  the  equip- 
ment  of  the   schools. 

Nov;,  a  third  factor,   —  a  course  oi^   study.       You  knov/  vtet  a  countrv 
school  makes  me   think  of  very  often  v/hen  I  look  at   the   course  of  study  or 
program,  the  daily  program,  -vith  fifteen,   tv.-enty,   thirty  children,   of  dif- 
ferent grades,  all  the  different  subjects   in  the   cxn-riculum,  and  a  program 
mapped  out?       V/hy  it  makes  me   think  of  a  trolley  station,  where  the  trains 
are  running  out  every  minute   or  tv,T>  to  different  parts  of   the  city.       And  so 
you  go   into  this  little   one  room  school  with  thirty  children,   with  its  pro- 
gram, and  the  children  march  up  for  their  recitation,  and   they  march  back, 


13. 


and  another  group  come  up  for  a  recitation,  and  so  it   goes  every  three,    four, 
seven  minutes  all  day  long.     V/h&t  kind  of  ins  t3"u  ction  can    a  teacher  f^ive, 
v.ith  a.  school  orgLjiized     en  a  program  of  that  basis?       llow  a  course  of  study 
in  any  sc-ool  should  be  connected  in  some  v^ay  ./ith  the   living  conditions  of 
the  community  in  v*ich  t>at  school  is  maintained,  and  of  course  you  all  expect 
thit  a  course   of  study  in  a  rui-al     school  -/ill  h^ve  something  to  do   '.vith  agri- 
culture, and  -.vith  ho/ie  making,   and  Tritla  these   subjects  concerning  vhich  v.ie  hav 
tal-ced  so  long;   but  it  should  have  other  features.        V/e  should  have  the   same 
cultural  features   in  the  rural  regions  as  ^e  hz.'^ra  in  the  city.     V/e  must  develop 
in  the  boys  und  girls,   —   Think  of   it,   eleven  million  of  them  in  this  countryj 
Jjse  they  not  entitled  to  the  sane   cultxiral  privileges  -.hich  the  other  other 
eleven  million  are  entitled  to  and  are  receiving  in  the  cities  and   the  popu- 
lous centres? 

One  of  the   sp^hsrs,  and  I  am  not   sure     but  'vhat  both  of  them,  referred 
to  the  physical   conditions  of  the  beys  and  girls  in  the  country.       In  the  year 
1916  there  v;ere  133,000  young  rr.en  in  this  country  v;ho  applied  to  the  War  De- 
partment for  admission  into  the  regular  army,  and  these  your^  men  had  to  un- 
dergo the  usual  physical  examinations,  and  out  of  that   133,000  young  men  less 
than  20fr  of  the  boys  v;ere  accepted  as  meeting  the  physical  conditions  prescri- 
bed by  the  United  States  government  for  r.dmission  into  the  army.     You  all  kno.; 
the  revelations  v.hich  an  examinr  tion  of  the  m.en  v;ho  v;ere  drafted  in  the  v/ar 
shov'-ed;  and     you  imo-.-.-  further  th-t    the  facts  are  th'xt  the  boys  v/ho  came  from 
the  country  districts  v.-ere  not   in  n.e  fit  physical  condition  as   the  boys  r/ho 
came  fron  the  cities.       Nov;  any  program  for  the  country  districts  must   include 
a  comprehensive,   scienfitic  'TOrk  on  health  instruction,   -fihe  tusual  physical 
training;   but,   further  than  that,    the  medical   inspection  vrhich  -.79  h-we  had  ia 
not  effective   inspection,   just  simply  pointed  out   certain  physical  defects. 
That  is  essential   of  course,  but  there  must  be  scientific   instruction   in 
health  upon  the   sane   basis  ttet  instruction   is  given  in  English  or  Arithnetio, 
or  any  other  subject  in  the  curriculum. 

How  one   other   point  in  an  effective  school,  and  that's  this,   —  the 
teacher.     Kov.-  you  know  -fhat  the  teacher  is   in  the  country  districts.      I  am 
thinking  of  these  eleven  million  boys  and  girls,  and  of  the  tdachers  giving 
them  instruction,   the  great  majority  of  ^ho©  h".ve  never  had  anytJiing  beyond  an 
olem.entary  course  of  study,   and  yst  these  young  people,  wtth  that  meagre  in- 
struction, '.vith  that  meagre  outlook  in  life,   go  out  into  these  schools  and 
are  endeavoring  to  train  and  de''*elop  eleven  million  children  into  good  ijner- 
ican  citizens.     We  should  reverse  our  policy  on  rural  education.       Instead  of 
going  upon  the  ti:eory  that  any  person  may  teach  in  the  country  schools,   v;e 
vvBnt  to  come  around  to  the  theory  that  the  best  qirtlified  teachers  in  the 
School  system  are  to  be  emplojred  in  the  country  schools,      (Applause)     ^nd  in- 
stead of  going  upon  the  theory  that  -.ve  •■dail  employ  country  teachers  for  the 
lo\^BSt  compensation  for   "hich  they  can  be  obtained,  we  want  to  reverse  the 
situation,    and  offer  a  premium  in  the  compensation  for  teachers  vvho  will  go 
into   the  rural  c&mmunity.      (.^.pplause) 

Now  remember  thiss     ".7e  shall  never  have  an  effective  body  of  teachers 
in  the  rural  schools  of  the  state  until  v;e  come  right  to  the  proposition  and 
say,   —  \<e  are  going  to  h^ive  institutions   in  Afiterica   Jiose  sole   business  is 
the  training  of  teachers  for  the  rural  school.      (Applause) 

\VE  have  caiipromised  v/ith  this  question  ever  since  schools  have  been 
maintained,  and  we  shall  never  get   these  teachei-s  until  norm^.l  echools  are 
established  v;hich  aro  associated  with  some  of   the  great  consolidated  schools 
in  the  rural  regions,  and  training  teachers   for  meeting  the  problems   involved 
in  rural   life.      (Applause) 

Now  ho-w  are  \re  going  to  do  it?     Not  -."/ith  the  present  school  org/aiizn- 
tions  that  exist  throughout.        1  wish   the  governor    .   could  have  told  you  scree - 
thing  about  school  consolidation.        I  would  like  to  give  him  the  rest   of  my 
time,  as  much  as  I  would  like  to  have  it  to  let  hiih  tell  you  about   it.     I  re^a 
only  the  other  dny  in  Bome  paper  a  stritemont  to  the  effect  that    it   took  his 
state  seventeen  ye/'.rs  to  get  seventeen  ccnsolidated  schools,  but  after   they 
got  their  seventeen   consolidated  schools,   it  took  them  but  six  years  to  build 
three  hundred  more  consolidated  schools   in  his   state.         (Appl^iuse)     ^nd  the 
Grovernor   says   they  are  building  one  consolidsited  school  every  day  in  the  year 
in  his  state  nov/J     (Applatuse)     ",'hen  vre  get  these  consolidated  schools,  we  can 


14. 

map  out  a  program  by  v/hich  v;e  can  train  teachers,   "by  v/luch  '-7e  can  pay  toach- 
ers,  by  which  v/e  can  put  in  courses  of  study  v;hlch   shall  give  to  these  eleven 
million  boys  and  girls   in  the  rural  regions  of  America  the  same   type   of  edu- 
cation v;hich  is  being  given  to  the  boys  and  girls   in  the  cities  and  populo'js 
districts  of  America.      (Applause) 

THE  PRESIDING  O^YICER,   GOVERNOR  }IARDI?XJ:     Just   along  the  line,   and  by 
the  nay,    I  'vant  to  say  that  this  is   the  original  and  not  t  relative.'    (laughter 
and  applause)  because  the  relatives  can  read  in  several   la ngua gas i. (Prolonged 
laughter  and  applause) 

Just  along  the   line,   if  I  may  take  a  moment,   in  my  state  v/e  have  eleven 
thousand  one-room  schools.       The  last  legislature  irade  an  appropriation  of 
$100,000  to  be  used  in  assisting  rta-al  schools,  thate  ome  up  to  a  certain 
standard,  and  they  appointed  or  provided  f o r  a  person  to  go  about   standardiz- 
ing these  schools,  —  one-room  country  schools.        If  a  pupil  attends  six 
months,   that  school,    if  it    is  standardized,    it  meets  the  requirements,   and  it 
is   to  get  six  days   for  each  pupil.       Half  of  the  money  gcesoto  the  teacher  as 
an  increase  for  salary.   Tide  other  half  goes  for  equipment  in  the   school,  — 
must  be  spent   for    that  purpose.       Some  of  the   county  superintendents  are    here 
representing  the   stateg,  and  talking  '.vith  them  last  night  they  told  ire  that 
they  did  not  have   to  go  out  and  ask  these  schools  to    standardize  now.     They 
are  coming  in  and  asking  for   it. 

Nov,'  v;e  are  not,   out  in   lov/a,  putting  up  this  as  the  standard  for  per- 
manency in  the  schools  of  the  country,   but  if  -ve  say  that   if  -.-.•e  can't  get   the 
one-room  school  up  to  a  certain  standard,  and  get  a  little  state  aid,   some- 
thing for  them  to   'rork  for,   that   ccjnsolidation   will  be  increased  rather  than 
diminished;   and  at    the  same  time  v;e  ^7ill   "te  doing  eorre thing  for  the     boys   ard 
girls  who  are  the  victims   of  the   one-room  schools,    through  no  fault  of  their 
own.     And  the  division   of  the  pay  is  very  helpful.         V/e  require   that  that 
teacher  have  a  first  grade,   and  shall  have  had  experience,    so   that  it's  going 
to  help  very  materially  along  that   line. 

Not  I  vs.int  to  be  sure  that  there  Till  be  no  misunderstanding  about  these 
consolidated  schools.     V/e  are  building,  since  th^e   first  of  last   July,   the 
beginning  of   the  change  in  our  law  which  rade  consolidation  easier,  ~   ^m 
have  built  from   that  time  to  this   one  school,  —  -^.at  amounts  to   one  school 
a  day  in  the  state,   and  we  feel  very  proud  of  it.     We  have  one  county  in  the 
state  now  in  vhich  all  of  the   schools  are  consolidated,  v/ith  perhaps  one  or 
two   exceptions,  but  one  county    that's  absolutely  consolidated. 

CCaMISSIOKEH  CLIXTOK:      Is   that   on  a   tov-Tiship  basis? 

GOVERNOR  H;.RD2NG:     V/ell,   the  tovmship  line  is  not  the  line.       They  may 
go  outside  of  the  township. 

Now  before  we  come   to   the  next  subject,    I  am  sure  that  v/e  ought   to  have 
a  little  music.     I  don't  know  hov;  it  is  ••rith  you,  but     whoa  I  am  back  here  I 
enjoy  the  music.       Vvhen  I  am  dov/n  there   (referring  to  the  "Pit"   of  tte   theatre) 
I  enjoy  the    instructor.'    (Applause  c'.nd  laughter) 

COIJIJISSIOIJER  CLr-XTOK:    -It  is  necessary  to  make  an  announcement  here, 
which  I  will  do   immediately  after  the  music,  but   I  want  you  no:/  to  get  some 
cards  which  the   ushers  will  very  quickly  give  you,      If  they  are  ready,  and 
those  of  you  who  have  not  already  registered  v/ill  kindly  do  so,   so  that  as  yov. 
leave  the  theatre  and  pass  out  you  may  give   the   card  with  your  registration, 
your  name  and  address,  and  what  you  represent,   if  you  are  representing  some 
particular   organization,   or   if  you  are   a  delegate  appointed  by  the  governor, 
you  v/ill  so  state.       Nov  v/ill  those  be  distributed  immediately  v/hile  the  sing- 
ing can  go  on,   and  then  you  can  v/rite.  it  out  -vThile  I  make  an  anounceraent  or  tv;c 
immediately  after  the  music. 

(Whereupon  tJae^aiT^leao©  traa  "do«a.^iali©ii  *hC9ugh  scrre   interesting  and  vory 
enjoyable  manual  calisthenics.) 

An  annovincercent  about  the  repcrt.      The   report  of  the  prooeodingB  will 
finally  be  printed  but  it  v/ill  be  after  the  first   of  July  because   of  the 
fact  that  the  printing  fund    of  the  Bureau   of  Education   of  the  Department    of 


15. 

the   Interior   is  exhausted  for  the  present.      In  the  meantime,   havever.if  tlsr? 
be   these  •..■ho  -.vouid   like  to  have  a  gcoi  typev.Ti tten  copy  oB  the  entire  procosd- 
ings   of  the  ncetins,   they  can  be  had  at   the  cost  of  ten   dollars .       Send  your 
name  and  a-'drees   to  my  office  and  rte  T?ill  send  them  over  tn  the  reporter.      I  a 
requested  to  state  thxt  immediate  ty  :.fter  thiis  meeting  ycu  may  go  across  tr. 
the   steps   of  the  Treasury  Dep:.rtment  and  have  your  photogrr.ph  talcen,  possibly 
many  of  you  v;ould   like  to  do   that.        I  should  be  glad  if  yiu  all  do. 

May  I  call  ycur  attention  psirticularly  to  the  meeting  tonight  and  the 
progr.am  in  the  '.Vcman's  Building,    the  Continental  Memorial  Hall  on  Fifteenth 
titreet.     It   is   eaid  thf^t  vre  must  bo  able  to   sell  education.      I  have  observed 
thjT.t  people  v'ho  are  asked  to  buy  a  thing  ask  -7hat  it   i  s  f'->r,  v/hat's  the  good 
in   it,  and  some  of  th'j  values   in  education  are  going  to  be  set  forth  tonight 
in  the  progr^,  and  again  tomcrro"-  nighit  they  are.   "The  Bel  at  ion   cf  Education 
tonight  to   nraterial  roalth,  ard   the  national  strength  and  safety.        There  v/ill 
be  some   tima  at  that  mseting  for   sane  discussion  I  believe.      I  must   ask  you  to 
come  here  tomorro'.?  morning  promptly  at  ten  o'clock.     The  program  must  begin 
at   ten.     One    of  the  gentlemen  who  speaks  must  begin    then  and  leave  within 
twenty  minutes  after   ten  o'clock,   so  you  v.dll  to  hiere  for  the   program  tomorrow 
morning    at  ten  o'clock. 

I  want  to  call  your  attention  also    to  the  departmental  or    sectional 
meetings   this  afternoon,  v;hi  ch  you  v/ill  find  on^'the  shaetc  that  you  have  im- 
mediately after  the  general  meeting  program.       ^hoy  arc  all  held"   in  the  Hotel 
Washington,       The  section  on  State  Departments  ofrEducation,     on  "Training 
the  Teachers   for  Rural  Schools,"  at  v/hich  state  superintendents  of  public   in- 
struction and  others  are  particularly  interested  in,   —     Education   in   Urban 
Communiti<i8,r—  "Training  the  Teachers  for  City  Schools." 

^EHE  PEESIDIKG  OFFEER,  GOVERNCE  HARD  KG:  Throe  boys  sitting  down  here 
on  the  second  row  v.ho  did  not  play  I  IQiey  v.ill  report  to  the  teacher  at  re- 
ce se  t  irae 1    ( Laughter ) 

The  next  subject,  —  "An  Adequate  Progr.T.ra  of  Public   Education."       I  am 
not  personally  acquainted  -.ith   the  speaker;   I  have  read  his  books;    I  T;ac  able 
to  understand  therrcl  J      (laughter)     'inhere  fore,    it  gives  mo  very  great  pleasure 
to  introduce  Dr.   Frank  E.   Spauliing,   Superintendent  of  Public  Schools   of  Cle- 
veland, Ohio,  v;ho  •/ill  talk  to  us.      (Applause) 

All  /OJEQUATE  PROGRAM  OP  PU3LIC  EDUCATION 

»— 

By  Br,   Frank  E.   Spaulding,   Supt.   of  Public  Schools,   Cleveland,   Ohio. 

Mr.   Chairman,   ladies  and  gentlemen:     As  the  sp»r.krr  called  iipon  to 
follov;  the  "original  Finegan"   I  am  very  ^  ad  that  he  did  not  have,  like  the 
other  speakers,   the     good  fortune  to   83t   someone     to  assist  him  in  preparing 
an  address.      It's  hard  eno\:igh  for  r«   as   it    is.      Unlike  him,   and  unlike  the 
other  speakero,   I  did  anticipate  the  exigencies   of   this   occasion,  and  got   Sam's 
assistance  in  pr  :'p<..ratian,   but  .ac  you  vdll  see,  my  assistance  was  not  as  com- 
petent as  the  assistance  ttet  the  othor   sper.kerssecured.      (Lau^ter)     Fortunate 
ly,  ho-.vever,     I  think  you  will  find  that   it  resulted  in  ideas  that  are   in  com- 
plete harmony  v.-ith  those  th^t  have  been  expressed. 

This  programtic  consists  of  two  parts:   first,  a  brief  statement  of  the 
objectives  of  American  education  for  the  immediate  fut-ure;  and,    secondly, 
an  outline  of  the  ganeral  plans  and  means  calculated  to  realize  these  ob- 
jective.     It  need  scarcely  be  remaurked  that  this  programme,    in  neither  of 
its  parts,   is  a  creation  out  of  hand;   it  is  rather,    for  the  most  part,  a 
formulation  of  the  objectives  that  the  most  advanced  practice  in  American 
education  has  already,  more  or  less  clearly  and  confidently,    set  for  itself, 
and  a  systematic  presentation  of  plans  and  means  that  experience  has  shovai 
to  be  necessary  for  the  realization  of  these  objectives. 


16. 

Th..   simple,  practical,   but  exalted  demand  of  the  British  Labor  Party 
rot  l?r^f^°  of  education  which  shall    'bring  effectively  witSiSthrrcach 
not  only  of  every  boy  and  girl,    but  also  of  every  adult  citizen,   all   the 
training     physical,  mental  and  moral,    literary,    technical  and  scientific 

^^^&  ^UlertSr°i\vff!%!-t£j^§-^^°§fiiS^A5f*J^!y-t&£t\^i  &^f^^^ 
had  such  an  objective,   but  that  wc  are  realizing  it. 

The  mere  mention,  hovv-cvcr,    of  the   scores  of  thousands  of  totally  il- 
literate,  and  the  hundreds  of  thousands  of  practically  illiterate  young  men 
sent  overseas  to  fight  for  justice  and  intelligent  democracy,    is  sufficient 
evidence  that   the  very  first   steps,    even,    in  such  a  lofty  objective,   have 
not  been  approximately  realized  in  Acioi'ica  as  a  whole.     The  contemplation 
of  this  evidence,    in  the  light  of  the  most   superficial  knowledge  of  the  con- 
ditions out  of  lAtiich  it  has  grovm,  must  convince  anyone  that  America  generally 
?ias  never   seriously  intended  that  all  American  should  know  hov;  to  read  and 
write  even,   vdaich  is  assuredly  the  first   step  in  bringing   'effectively  within.. 
reach. ..all   the  training,   physical,  mental  and  moral,    literary,    technical, 
and  scientific,'  of  v;hich  they  are  capable. 

T7e  have  long  deceived  ourselves  with  words  and  phrases  about   'free, 
public,  universal  education.  '       Up  to  the  present  time,   we  have  barely  the 
beginnings,   hero  and  there,    of  such  an  effective  educational  progracme  as 
these  tern.s  ought  to  imply.     The  educational  task  imccdiately  before  us  is 
to  i:iake  universally  real  the   ideals  that  wo  have  long  boaied.     How  shall  wo 
do   this? 

There  are  three  minimu,   definite,   comprehensive  objectives  that  American 
public  education  should  at;  cncd  set  for  itself.     They  arc:    first,   essential 
elementary  knovvledge,   training,   and  discipline;    scccnd,   occupational  effi- 
cieniby;   third,    civic  responsibility. 

Essential  elementary  knowledge,    discipline  and  training,    should  be  under- 
stood to   include   so  much  as  results  from  the   successful  completion  of  the 
full  elementary- school  course  in  the  best   school   systems  —  a  course  requir- 
ing,  as  a  rule,   eight  years  of  regular  attendance,    thirty-six  to  forty  weeks 
a  year.     The  details  involved  in  such  a  course  are  too  well  and  generally 
known  to  require  en\aiieration  here. 

The  present  eight-year  elementary- school  co\arse,   as  it  is  carried  out 
even  in  the  best  school   systems,   is  not  here  proposed  as  fixed  or  final  ideal, 
especially  in  details,   of  the  first  objective  of  public  education.      It 
should  be  tinderstcod  to  be  inclusive,  not  exclusive,    of  any  improvements  that 
may  be  made  in  content,    in  method,   or  in  organization,   affecting  the  latter 
years  of  the   typical  elementary- school  course. 

This  first  objective  is  the  indispensable  basis  of  the  other  two,    oc- 
cupational efficiency  and  civic  responsibility;    it  makes  the  full  achievement 
of  these  two  practicable.      Indeed,    it  do-ss  more  than  that:   it  affords  direct 
and  involuable  preliminary  training  for  both  occupation  and  citizenship. 
Such  training,   however,    can  never  go  beyond  the  preliminary  stage,   nor  merely 
on  account  of  the  limitations  of  time,   but  even  more  cetainly  on  account  of 
the  limitations  of  the  pupils.     Occupational  efficiency  and  civic  responsi- 
bility cannot  bo  achieved  by  boys  and  girls  before  reaching  fourteen  years 
of  age. 

A  programme  adequate  to   the  achievement  of  the   first  of  cur  three  ob- 
jectives must  involve  the  follov/ing  four  features:   first,   a  minimum  school 
year  of  thirty-six  w&oks;    second,  adequate  laws,    effectively  enforced,   caa- 
pelling  regular  attendance,    throughout  the    school  year,    of  all  children  over 
a  certain  age,   preferably  seven,  until  the  elementary  course  is  completed, 
or  until  a  certain  age,  preferably  sixteen,    is  reached;    third,    effective 
public  control  of  all  elementary  private   schools,    to  instire  the  maintenance 
therein  of  standards  equal  tc  those  maintained  in  public   schools,   and  to 
ensure  the  regular  and  full  attendance  of  pupils  registered  therein;    fourth 
a  teaching  force,    every  member  of  which  has  a  general  education  at  least 
equal  to  that  afforded  by  a  good  four-year  high-school  course,   and  profes- 
sional training  at  least  equivalent  to   that  provided  by  a  good  two-year 
normal- schoo 1  course. 


,  tqj-jC'    ^gaijblxisqf?    .2  :sfam'5.  .iC 


Dr.   Frank  E.    Spaulding,    Supt. 
17 

Tho  mere   statement  of  these   simple  measures  for  the  achievement  of  our 
first  educational  objective   should  be   sufficient  to  convince  any  intelligent 
person  of  the  necessity  of  their  adoption.       Yet,    simple  and  obviously  neces- 
sary as  they  are,    their  practical  and  earnest  application  would  effect   tho 
most  immediate  and  startling  iinprovement  at  the  very  foundations  of  our 
public-school   system.     At  a  conservative  estimate,    this  improvement  would 
average,   or  total,  not  less  than  one  hundred  per  cent.      In  mistification  of 
this  estimate,   and  to  get   some  definite   conception  of  tho  changes  that  must 
at  once  result  from  the  application  of  these  four  measures,    let  us  examine 
briefly   seme  of  the  present  facts  and  conditions  with  which  eqch  one  of  these 
measures  would  have   to  deal. 

In  five   states  only  is  the  proposed  minimum  standard  year  of  thirty-six 
jjfoeks  now  exceeded.      In  fifteen  states  the  average   length  of  the   school  yoar 
is  less  than  t-.venty-eight  weeks;    in  four   states,    less  than  twenty-five  weeks, 
with  the   lowest  maintaining  its  schools  just  less  than  twenty- two  weeks. 

These  figures  rspresent   state  averages.     The  reality  is  both  better  and 
worse   than  the  average  appears.      Citios,    in  general  maintain  longer   school 
years  than  do  country  districts. 

The   school  year  in  the  coxmtry  schools  of  many   states,   and  in  some 
country  schools  of  most  states,   is  notoriously  brief;   only  by  extreme  courte^ 
can  the  annual   session  be  call^id  a  year.      Even  the  thirty- six-week  school 
year  here  proposed  as  a  minimum  standard  calls  for   school  on  less  than  half 
the  days  of  the  yeax. 

The  proposed  thirty- six-week  school  yee-."  should  be  applied,  as  a  minimum 
standard,  to  every  individual  school,  so  as  to  make  available  for  every  child 
at   least  thirty-six  weeks'   instruction  arjiually. 

Eut  even  our   short   school  years  are  not  used  to  their  full  extent.    Sixty 
states  have  laws  requiring  attendance,  by  children  within  the  established 
'school  age'   for   sixteen  weeks  only;    three  otnars  require  only  tv/elvs  v/eeks' 
attendfiince;   one  state  requires  attendance   three  fourths  of  the   school  year, 
another  two  thirds,   and  still  another  one  half.     Only  twenty-eight   states 
have   lav/s  requiring  attendance  for  the  full  time  that   the   schools  are  in 
session. 

All  states  have  at  last  enacted  some  form  of  compulsory  attendance 
laws,    though  six  states  nave  taken  such  action  only  witnin  ths  last  four 
yaars.      In  several   states,   however,   tho  compxilsory  feature  cf  the   laws 
is  scarcely  more  than  nominal. 

Universally,    school-attendance  laws  make,   directly  or  by  implication, 
some  provision  for  private  instruction,   either  in  tho  home  or  in  private 
schools,   as  a  substitute   for  the  public-school  attendance  nominally  required. 
In  general,    such  private  instruction  is  supposed  to  be  equivalent  in  extent 
and  quality  to  that  provided  by  the  public   schools;   but  in  most   states  the 
laws  are  exceedingly  vague  on  this  point.     Even  more  vague  are  they  in 
providing  adequate  agencies  and  means  of  determining  the   extent  to  which 
children  instructed  outside  are  receiving  instruction  equivalent  to  that 
given  in  the  public  schools.     Even  in  states  where  the   laws  are  definite 
and  explicit  concerning  both  these  matters,    thoir  actual  observance  is 
scarcely  even  nominal. 

In  no   state,   regardloss  of  provisions  or  lack  of  provisions  in  tho 
law,   is  thcro  any  adequate  knowledge  in  the  possession  of  public-school 
officials,   or  of  any  other  public  officials,   concerning  the  content  or 
tho  quality  of  instruction  given,   or  concerning  the  essential  conditions 
surrounding  children  who  allege  private-school  instruction  as  a  substitute 
for  public-school  attendance  required  by  lav/. 

That  many  private   schools,   regardless  of  legal  requirements,   habitually 
make  little  or  no  use  of  the  national  language,  as  a  means  of  communication 
and  instruction  is  well  Imovm.     That  in  many  private   schools  the  congestion 


Dr.   Frank  E.    Spaulding,    SuTct. 
18 

is  fax  groat-r   tlian  in  th3  public-  sciicds;    that   thci  equipment,    the  hygienic 
conditions,    t.:^  3ducati:n  and  prcfossicnal  qualificaticns  cf  toachors  vA..plcycd 
tl-croin  arc   far  inforicr   t:    tl.cso  of  the  v-ublic   schools  of  tiic   sai-c  cocmiiAty, 
ar^   facts  v/oll  Inic/.-n  cr  easily  disccvcrablo.     On  thj  c  thjr  band,    that   thorc 
cU'c  private   schools  offering  advantag-^s   supjrior   tc    t/icsc  provided  by  tho 
public   schools  cf  the   same   coixjLiunity  is  lik:>v/isc  a  './^ll-lmovvn  or  oasily 
discoverable  fact. 

By  no  Loans  do  I  cont^^nd  tiiat  privato   schools  en  the  av^-rage  ars  citi.or 
inferior  ir   sup^ricr   tc   tho  public   sc:xuols  fcr  v/i-ici-  t-ay  arc  used  as  a 
substitute;   no  cnc  laiows  oncugh  abv.ut  privcto   sclxcls  en  t;-G  avcra;l'o   to 
mclccj  any  such  ccntcntion.      I  dc   contend  most  atiph^tically  that,   aft-jr 
ccnsidorablo   study  and  investigation  of  this  matter,    extending  continuously 
over  nearly  t.v-nty-five  y^^ars,    I  have  yot   to   learn,  not  of  a  single  state, 
but  of  a  sin=,la  city  or   school  district  anywhere  in  the  United  States,   in 
vrhich  a  private   school  might  not  teach,   cr  neglect  to  teach,  practically 
vv.^at  it  pleased,  might  not  be  as  inferior  in  every  respect  as  its  patrons 
wculd  tolerate,  and  still  be  permitted  to   serve  as  a  substitute  for   the 
legalized  public- school  instruction  locally  me.intained. 

I  contend  further,   and  it   scorns  wholly  obvious,    that  tho  contont,    the 
quality,    and  tl.3   language  of  instruction,   in  every  private   school  that 
serves  as  a  substitute  for  a  legalized  public  school,    are  matters  cf  concern 
to  others  than  the  children  and  the  parents  of  children  attondant   thereat; 
those  matters  are  of  deepest  concern  to   the  community,    the   state,   and  the 
nation.     And  any  worthy  educational  programme  for  Jknerica  must  make 
adequate  and  effective  provision  for   such  knowledge  and  control,   by  duly 
authorized  officials,   of  all  instruction  that  serves  as  a  substitute  for 
the  legalized  instruction  of  the  public   schools,  ax  will   ensure  to  that 
substitute,  instruction  the  essential  equivalent,   in  content,    quality,   and 
language,   of  public-school  instruction. 

Partly  because  of  tho   shcr-t  school  year,   partly  because  only  partial 
advantage  is  taken  even  of  this  short  year,    the  an^ount  cf  schooling  tnat 
we  Anericans  are  getting  is  startlingly  little.     As  a  nation,   we  are 
barely  sixth  graders,' 

A  nation  of  sixth  graders,   v/e  are  taught  by  tenth-grade  cr  eleventh- 
grade  teachers.     No  adequate  data  are  available   from  which  to  calculate 
accurately  the  average  schooling  of  all  the  public- scixcl  tea.c..ers  cf 
America.      Such  figures  and  facts,   ho'.vevor,   as  arc  at  hand  warrant  the 
conclusion  th^t  it  can  be  but  little  if  any  beycnd  the  eleventh  grade, 
or   third  year  of  the  higi.  school,    including  in  t^.is  sxvoTa^Q  :vll  t;.3  time 
devoted  to   so-called  professional  training. 

According  to  t/iO  v/ell-considered  estimate  of  Dr.  Evenden,    in  his  recent 
study  of  teachers'    salairies  and  salary  schedules,    'About  4,000,000 
children  are   taxight  by  teachers  less  than  tv/enty-one  years  cf  age,   v/ith 
little  or  no  nigh-school  training,   with  no  professional  preparation  for 
their  work,   and  who  are,    in  a  great  majority  of  cases,   products  of  tho 
same   schools  in  which  they'  teach. ' 

The  education  cf  co-untry  schccl-twachcra  gcsnerally  is  scyeral  years 
less  than  that  of  city  t^sachcrs;   even  so,    allowing  for  onv^  cr  twc   possible 
exceptions,    it  is  extremely  doubtful  wheth-r  the  av-:rage   education  cf  the 
wliole  group  of  elementary  teachers  in  axvy  cf  cur  large  cities  exceeds  that 
of  a  four-y^ar  high-school  course,   including  in  the  average  all  professional 
education  as  equivalent,   y^^ar  for  year,    to   high-school  educati-n. 

It  is  but  the  conservative  exprcssicn  cf  an  undeniable  fact,   when  we 
say  that,    on  the  average,   in  American  elementary  schools,    the  comparatively 
uneducated  are   sot  to   t^ach  the   slightly  less  educated  and  tlie  ignorant. 
Furthermore,    this  statement  is  no  just  cause  of  offense   tc  elementary 
teachers,    either     as  a  class  or  as  individuals. 


Dr.  Frank  E.  Spaulding,  Supt. 
19 

How  much  education  has  America  the  right  to  expect  anyone  to  bring  to 
his  task  at-  $630  per  year,  the  average  salary  of  all  public- school  teachers 
in  the  United  States,  both  elementary  and  high,  according  to  the  last  figures 
available? 

How  low  individual  salaries  go  is  not  revealed  by  any  records  at  hand; 
we  should  blush  to  publish  them  were  they  available.  It  i«  quite  eno-ugh  to 
know  that  the  average  salaries,  both  elementary  and  high,  for  certain  whole 
states  are  below  $300.  And  in  no  state  has  the  average  ever  reached  $1000, 
unless  some  unusually  large  increases  of  the  present  year  may  have  brought 
them  to  that  figure  in  two  or  three  states.  These  are  the  facts  that  should 
offend.  They  are  an  offense,  first  of  all,  to  American  childhood  and  you$ii.' 

We  may  as  well  recognize  at  once  and  frankly  admit  the  utter  and 
increasing  hopelessness  of  securing,  at  present  wages,  any  considerable 
fraction  of  the  required  number  cf  teachers  who  possess  the  higher  qualifica- 
tions herewith  proposed.  Let  us  acknowledge  the  inevitable;  that  avera^a 
salaries  must  be  increased  by  at  least  eight  hundred  dollars,  tbat  is, 
raised  to  two  and  one-half  times  their  present  level,  if  it  is  to  be  made 
worth  while  for  capable  women,  and  perhaps  occasionally  a  man  of  fair 
capacity,  to  make  the  very  modest  educational  prt-psiration  proposed,  and 
then  to  devote  themselves  contentedly  and  loyally  to  the  profession.' 

Ill 

The  definite  pursuit  of  our  second  and  third  objectives,   occupational 
efficiency  and  civic  responsibility,    should  be   siinultaneous  and  should 
immediately  follow  the  attainment  of  the  first  objective.     This  does  not 
mean,   let  us  remaxk  parenthetically,    that  ev^ry  bivy  should  begin  the 
learning  cf  a  trade  immediately  upon  th;L   completion  of  the  elementary-schcol 
course;    the  boy  who  goes  ori  to  high  school,    to  college,   and  eventually  to  a 
professional  school,    should  be  considered  to  enter  just  as  definitely  en 
the  preparation  for  an  occupation  when  he  begins  his  high-schccl  course, 
as  dees  the  boy  who  enters  a  trade-school  or  a  shop  as  an  apprentice.     The 
main  difference  is  that  cf  the  time  required  to  reach  the  goal  of  occupa- 
tional fitness. 

Instruction  designed  to  prepare  for  occupational  efficiency  and.  civic 
responsibility  should  cover  a  minimum  period  of  four  years,   or  until  the 
eighteenth  birthday  is  reached,   for  both  beys  and  girls,   with  an  additional 
year  for  boys.   This  instruction  should  be  maintained  by  law,  and  attendance 
thereon  should  be  required  cf  all  youth  concerned. 

Per  the  giving  cf  this  instructicn,    two  general  types  of  sdiccls 
should  be  maintained,    each  suited  to  the  needs  and  choices  cf  the  youth 
v/ho  are   to  attend.     First,    there  should  be  full-time  schools  for  these  who 
can  devote  their  time  chiefly  to   systematic  study;   and  second,    there   should 
be  part-time,   or  continuation  schools,   for   those  who  sure  compfclled,   or  v/hc 
choose,    tc  devote  the  major  portion  of  their  time  to  work. 

The  first  type  of  schools  would  include  high  schools  of  all  kinds, - 
academic,   commercial,    technical,    trade,   and  agricultural  schools,   - 
indeed,   any  full-time  school  of  secondary  grade.      CSuch  schools  sl^ould  be 
sufficient  in  number,   variety,   and  accessibility  tc  provide  four  years  of 
high-grade  instructicn  for  all  youth  desiring  to  attend. 

The   second  type  of  schools,   for  those  who  are  to  devote  only  a  miner 
part  of  their  time  to   schooling,    should  be  flexible  in  their  organization, 
adapted  to  the  essential  conditions  cf  employment.     Two  conditions, 
hov/ever,    should  be   strictly  maintained  by  these  schools;    their  hours  of 
instruction,   for  a  given  pupil,   should  not  be  less  than  eight  per  week, 
forty-eight  weeks  in  the  year;   and  these  hours  sliculd  be  favorable,  not 
following  a  day's  work,  nor  in  addition  to   the  normal  working  hours  of  a 
week.      In  a  word,    the  school  hours,   favorably  arranged  for  study,    should  be 
included  within  the  normal  weekly  working  hours. 


Dr.  Frank  E.  Spaulding,  Supt. 
20 

vathin  the  above  essential  limitaticns,    there   should  be  flexibility  in  the 
arrangement  of  -xurs  for  the  given  pupil;   as  a  rule,   however,    it  would  prob- 
ably be  fcvrnd  advisable  to   schedule  not  less  than  two  ncr  more  than  four  hcurs 
in  succession.      In  the  country,   it  might  generally  be  fotind  best  to  concentrate 
the  year's  instruction  into  three  winter  months,   when  schooling,   not  work,   v/as 
caade  the   chief  concern  of  the  pupils. 

■Rhatevar   the  detailed  arrangement  of  hours,    continuation- school  courses 
should  cover  four  years  of  progressively  graded  work.     The  work  should  be 
chiefly  adapted  to   the  two  ends  to  be  attained:   it   should  be  civic  and  voca- 
tional,  not  narrovjly,   but  characteristically.     These  courses  would  necessarily 
include  such   'liberal'   studies  as  histcry,    literature,   geography,   and  something 
of  mathematics;   and  tlve   sciences  wculd  be  given  much  attention. 

In  their  vocational  bearing,   the  courses  slculd  be  adapted  to  the  in- 
terest of  the  pupils  itti^ediately  tc  be   scrvad,   having  regard  not  merely  to  the 
occupations  in  which  the  pupils  uight  actually  be  engaged,   but  also  to   their 
possible  future  occupations.     For  girls,     instruction  in  household  arts  and 
economy,   and  in  the  feeding  and  care  of  infants  and  children,    sh:uld  always 
receive  special  attention* 

The   training  of  young  men  for  civic  responsibility  and  vocational  effic- 
iency should  culminate  in  a  full  twelve-month  year  of  instruction,   discipline, 
and  training,    to  be  carried  on  directly  under  the  auspices  of  the  national 
government . 

For  this  year  of  training,   all  made  yough  of  the  land  should  be  mobilized 
by  a  complete  draft  carried  out  by  the     V/ar  Dapartment,    only  those   seriously 
crippled  physically  and  the  mentally  incompet  nt  being  rejedted  as  unfit;    for 
one  of  the  f\indamental  aims  of  this  course  of  training  should  be  to  make  fit. 

Some  option  should  be  allov/ed  the  individual  concarned  as  to  the  age  at 
which  he   should  enter  upon  this  year  of  strictly  compulsory  training.     He 
should  not  be  allowed,    for  example,    to  begin  it  before  reaching  the  age  of 
seventeen  years  and  six  months;  and  he   should  be  required  to  begin  it  before 
passing  his  twentieth  birthday.     This  option  would  permit  most  boys  in  high 
schools  to  complete   their  ccursss  before  entering  en  this  year's  training;   it 
would  also  permit  those  going  to  college   to  precede  their  college  vrork  with 
this  year  of  training. 

Of  course,    there  should  be  a  fixed  datte,   cr  dates,   on  which  the  year's 
training  must  begin.     Probably  it  would  be  advantageous  tc  fix  at  least  two 
dates-  say  July  1  and  Jeinuary  1,   or  August  1  and  February  1  -  for   the  beginning 
of  the  courses.     This  would  give  a  certain  degree  of  stability  and  con- 
tinuity to  the  crganizati:n  cf  the  institutes,   which  might  prove  advantageous; 
it  would  enlarge,  for  the  individual  student,    the  possibilities  of  adjusting 
to  his  particular  advantage  the  time  cf  'j-s  attendance;   but,  perhaps  most 
important  of  all,    two  dates  of  cpening  and  closing  courses,  rather  than  one, 
would  minimize     certain  difficulties  of  adjustment  that  would  necessarily  attend 
the  vnthdrawal  at  one  time  cf  a  million  men     ftom  the  normal  occupations  and 
life  of  the  country,   and  the  retxirn  thereto  of  a     like  number. 

TJhether  a  modest  or  nominal  wage   should  be  paid  the  young  men  in  training 
is  a  debatable  question..     Certain  it     is  tnat  the  entir*  expense  of  the  under- 
taking,   including  the  maintenance,   necessary  personal  equipment,   and  transpor- 
tation of  those  in  attendance,    should  be  borne  by  the  government.     And  adequate 
maintenance  allowances  should  be  granted  dependents  of  students  in  training. 

For  this  year  of  instruction,  permanent  centres  should  be  established 
throughout     the  country.     The  cantonments  that  proved  best  adapted  for  military 
training  suggest  themselves  as  most  suitable.     Of  course,    these   should     be 
gradually  rebuilt  with  permanent  but  plain  structures,   adi-pted  both  to  the 
maintenance  cf  the   student  body  and  to  the  wide  range   cf  instruction  that   shcul. 
be  given. 

j 


1 


Dr.   Frank  E,   Spaalding,    Supt. 
21 

Vfliile  tha  whole  purpose  of  this  year  of  government  control  and  direct-ion 
should  be  educational,    in  the  broadest   sense,   every  student   should  he  recpiireo 
to  devote  one  third  to  one  half  of  his  time  to  exercise  for  physical  develop- 
ment and  to  military  training.     The  remaining  half  cf  two   thirds  of  his  tims 
shculd  be  devoted  to   such  courses  of  study  as  he  migLt   select,    the  ;vide8t 
range  of  choice  being  provided. 

The  curricula  of  these  centres  of  training  for  civic  responsibility, 
which  might  well  be  called  National  Civic  Institutes,    should  be  prepared 
jointly  by  the  Educational  and  War  Departments  of  the  government,    the  latter 
assuming  responsibility  for   the  military  and  physical  training  part  cf  the 
curriculum,    the  former  for   the  non-military  subjects  and  courses  of  instruc- 
tion.    The  curricula  should  embrace,   besides  a  thorough  course  in  physical 
development  said  military  training,    every  subjact  of  instruction,    litereury, 
technical,   artistic,   every   'cultural'  and  'practical'    subject,   that  any 
youth  of  eighteen  or  twenty  might  need  or  wish  to  pursue. 

At   the  present  time,    and  probably  for   some  years  to   come,   the  annual 
enrolments  in  these  institutes  would  include   scores  cf  thousands  of  illiter- 
ates and  near-illiterates,   a  part  of  whose  non-military  instruction  would^ 
have  for  its  aim  the  achievement  cf  our  first  and  most  fundauental  educational 
objective.      Indeed,    sc  long  as  ncn-Eng 11 sh- speaking  illiterate  immigrants  are 
permitted  to  enter  this  country,   evsry  such  male  immigrant  who  is  beyond  com- 
pulsory public-school  age,    and  .^onder  twenty-five  years,    shculd  be  required 
to   spend  his  first  year  in  Amf-ica  in  one  of  these  Civic   Institutes.     He 
v/ould  there   iearn  our  language  and  something  of  our  ways  and  national  ideals. 

The  corps  of  instructors  and  tho  equipra&nt  of  these  institutes  should 
be  ample  and  cf  the  highest  grade.      In  all  respects,   instruction,    training, 
and  discipline   should  be  thorough  and  intensive,   the  non-military  not  less 
so   than    the  military. 

The  immediate  control  of  the  student  body  should  be  exercised  by  a 
military  staff  under   the  War  Depai'tmsnt.      So,  .also,    shculd  the  military 
instruction  and  physical  development  exercises  be  carried  r.ut  by  especially 
qualified  members  of  the  military  staff;    the  instruction  in  non-military 
subjects,  however,    should  be  under  the  direction  and  supervision  of  the 
Department  of  Education. 

These  institutes  filled  with  a  million  young  men,    taken  at  the  most 
permanently  impressionable  period  in  their   lives,    should  easily  prove  to  be 
the  most  prolific  institutions  in  the  world  for  the  development  cf  hxoman 
resources.     They     should  terve,   not  only  to  develop  and  to   specialize 
normal  talents,  but  to  discover  and  to  cultivate  rare  talents  that  might 
otherwise  lie  dormant. 

The  advantage   to  the  individuals  concerned  would  be  no  liss-a  than  to  the 
nation'^     In  no   sense  would  this  year  ba     a  year  cut  of  the  life  of  each  one, 
a  year   simply  donated  to  the  service  of  the  nation,   or  to  prer.araticn  for 
such  service.     Quite  the  otontrary:   this  year,  considered  solely  from  the 
standpoint  of  the  individual's  advantage,    would  prove  to  be  the  most  profit- 
able year  in  the  life  of     every  ycung  man.     Think  what  such  a  year  would  msan 
to   three  fourths  of  a  million  of  youths  who  have  never  gone  beyond  tne 
elementary-school  course;   a  large  portion  of  vAicm  have  never  oven  complited 
that;    tens  of  thcus^rnds  of  whom  have  nev^r  had  any  schooling  whatever;  very 
few  cf  whom  have  acquired  or  are  in  thb  waiy  to  acquire  any  adequate   training 
for  an  occupation  worthy  of  their  natural  capacities. 

The  more  favored  hundred  thousand     or   less,  who  have  completed  a  high- 
school  course,   and  the  much  <?maller  number  of  these  who  are  going  on  to 
college  or  ether  higher  school,   would  find  this  a  most  profitable  year.      It 


Dr.   Frank  E.    Spaulding,    Supt. 
22 


would  be  a  fitting  c-ulminaticn  cf  the  education  cf  those  vvliose   schooling 
would  cthcrwi se  terminate  with  tne  high  bcIiocI;  while   those  planning  to  go 
en  to  college  would  find  this  year  more   tb&n  an  equivalent,    scholastically, 
for  the  usual  first  ysar  of  tho  college  courso,   and  of  inestimable  disciplin» 
ary  value  in  preparation  for  the   follovdng  years. 

And  hy  no  msans  tlii  least  of  the  advantages  of  this  year  cf  training  for 
civic  responsibility  wculd  be  fiujjd  in  the  health  and  vigor  resulting  from 
living  largCily  in  tho  open  air,   from  abundant  physical  exercise,   from  ample 
and  vAiolesome  food,   froa  skillful  medical,    surgical,   dental,   and  optical 
attention  for  the  rimcval  cr  alleviaticn  cf  pl:iysical  and  sense  defects,   and 
from  observing  generally  sound  rules  of  hygiene. 

But  even  greater  than  all  the   specific  r-dvantages,   both  for  the  nation 
and  for  the  individual,   v/hich  have  tlais  far  been  suggested,   wculd  be  th.e 
influences  and  effects  growing  out  cf  the  intimate  associations  cf  youth 
at  thij  Acst  impressi;nabl£  age;   of  youths  coming  from  every  conceivable  rank 
and  condition  cf  society,   bringing  together  tho  greatest  variety  cf  experience 
of  life,   of  labor,   cf  responsibility,   and  cf  freedom  from  responsibility  ; 
bringing  together  every  conceivable  point  of  view  and  outlook,   all  the 
prejudices,   the  visions,   and  noble  aspirations  characteristic  cf  their  years; 
and  all  \mder  tlte  leadership  and  inspiration  cf  the  best  teachers  that 
America  can  produce.     Here,   indeed,  arc  all  the  essential  conditions  for 
building  a  practical  school  of  democracy  wcrtliy  the  name. 

IV 

This  year  cf  -universal  training  for  civic  responsibility  and  occupational 
sfficioncy  coorpletes  the  proposed  programme  for  the  advancement  cf  American 
public  education,  so  far  as  this  programme  is  to  be  rctjaired  and  universal. 
Beyrnd,  however,  eaid  in  addition  to  this  required  programme,  there  should  be 
provided  at  public  expense,  and  under  public  control,  supplementing  the 
provisions  of  private  and  seoii -public  agencies,  all  the  varied  and  anrple 
educational  oppcr trinities  required  to  'bring  effectively  within  the 
roach,  not  only  cf  every  boy  and  girl,  but  also  cf  every  adult  citizen,  all 
the  training,  physical,  mental  and  moral,  literary,  technical  and  scientific, 
cf  which  he  is  capable.  ' 

To  this  end  state  universities,  (affording  not  only  instruction  cf 
collegiate  grade,  but  the  widest  range  of  advanced  professional  instruction, 
should  be  fostared  by  the  nation  as  well  as  by  the  state.  Relatively,  cur 
ViJticle  system  cf  stato  universities  needs  strengthening  and  development 
almost  as  much  as  does  cur  system  of  lower  schools.  Only  greatly  improved 
state  universities  will  be  v/orthy  to  continue  the  work  of  the  lower  schools, 
strsngthened  and  developed  as  proposed  by  this  programme. 

Crowning  our  whole  system  of  public  education,  ther(i  should  be.  estab- 
lished immediately  at  Washington  the  long -projected  but  never-rialized 
National  University,  an  institution  which  should  deliberately  aim,  at  the 
outset  and  continuously,  to  express  the  most  advanced  thought,  to  afford  the 
richest,  most  advanced  and  varied  opportunities  for  study  -  wholly  beyond 
college  grade-  to  be  found  anywh&re  in  the  world.  Much  of  the  immeasurable 
wealth  cf  the  rsscurccs  cf  the  dopartm^^nts  cf  government,  under  proper 
restrictions,  of  course,  should  be  available  as  laboratory  material.  All 
the  results  of  tho  work  cf  this  institution  should  be  ma^e  freely  available 
to  governments  and  to  individual  citizens. 

It  almost  go  as  v/ithcut  saying,  that  such  a  National  University  should  be 
entirely  supported,  and  amply  supported,  at  the  expense  of  tho  national 
government.  That  expense  would  \jndoubtedly  be  large  and  constantly 
increasing;  and  so  would  the  service  that  the  institution  would  render.   In  a 
complete  scheme  of  public  education,  such  a  high-grade  institution  is 
scarcely  less  essential  than  is  the  primary  school;  both  are  simply  adapted 


Dr.   Franlc  E.   Spaulding,    Supt. 
23 


tc'   tha  capacities  and  ncods  cf  tjis  pvipils  cr   scholars  that  tl^-y  serva; 
both  serve  and  strongthon  tho  nation. 


Is  this  vast  educaticnal  prcgracimo  practicable?     Indeed  it  is.      It  is 
neccsssary  only  fcr  the  American  people  to  decide  that   it   is  worth  while 
and  that   it   shall  be  carried  out.     It  is  tha  next   step  in  the  csiBpaign  for 
enliglitoned  democracy.     Even  now  thctisands  cf  Am:,rica»  childrt>n  and  youth 
aro  enjcying  at  public  expense  nearly  all  the     advantages  that  this  prcgraciDC 
would  afford  them;   but  millions  of  ethers,    just  as  worthy,  atnd  as  educaticnally 
jioedy,   are  enjoying  no   such  advantage.     This  is  a  democratic  programme,    a 
prcgramme  of  cqualizaticn,   a  programme  fcr  bringing  to   the  many  these 
advantages  that  only  the   select  few  now  enjoy.      It  is  a  programme  for  the 
development  of  all,  not  merely  a  small  part,   of  the  nation's  l-ABa«n  resources. 

But  the  cost  cf  it?     Would  it  not  be  tremendous?    No,   it  v/ould  be  almost 
insignificant     compared  with  the  cost  of  war.     And  theru  is  this  diffsr^nce, 
which  should  never  be  forgotten.     Tl«i  cost  of  war  is  tue  cost  <♦*  'lostructi^n; 
there  is  nc  guarantee!  return;    inle_d,   thu   total  cost  may  exceed  many- fold 
th-  original  investment;   v/hile   the  cost  of  education     is  rcturncl  many-fcli, 
even  in  kinl,    in  wealth-prc iucing  capacity  to  mai:c  the  investing  naticn 
materially  prosperous;   but  even  gr-atcr  is  the  r-turn  in  int-llig-nce ,   in 
public  spirit,   ani  in  civic  responsibility.      Invostmont   in  the  ciiicaticn  cf 
her  childr-n  and  youth,  cf  her  whclc  people,   is  the  most  gilt-eig«i  invest- 
ment tuat  any  state  can  make;  unlike  all  oth-r  investments,    it  ctmbines 
the  greatest   safety  with  the  largest  rate  of  return. 

But  while  the  cost  cf  maintaining  this  elucaticnal  programme  would  be 
small  ccmparci  with  the  cost  of  v/ar,   cr  with  the  advantages  that  vK^uld  accrue 
from  it,    the  cost  would  be  large  ccri^jarei  with  present  cxpenliturss  fcr 
education.      The  total  annual  cost  fcr  maintenance  cf  public  educaticn  in  the 
United  States,    in  schcols  of  elementary  and  high-school  grade,-  this  is 
exclusive  cf  the  cost  cf  buillings,-  is  new  approximately  $650,000,000. 
To  carry  out  the  programme  here  outlined  would  prob^-bly  cost  from  two  and 
one  half  tc  three  times  as  much,   exclusive  cf  the  cost  cf  maintaining  the 
national  civic  institutes,   which  would  bo  an  entirely  new  feature,   ani  alcn<- 
would  probably  cost  approximately  $500,000,000  annually. 

Two  and  cne  half  billions  cf  aollars,    the  cc st  cf  this  programme,    is  a 
large   sum,    it  is  time;  but  it  is  equally  true  that  thirty  millions  of  pupils 
is  a  large  number;   ani  it  is  still  further  true  tiiat,  at   this  rate,    the  cost 
per  pupil  is  extremely  small  -  a  little  ever  eighty  dollars. 

But  anyone  who  has  even  a  superficial  acquaintance  with  tne  present  plcJi 
of  educational  organization  and  aJminiatratitn  in  America,  an!  v/ith  pres3nt 
msthcia  of  taxation  fcr  educational  support,   will  recrgniza  at-  once  therein 
insuperable  cbstacles  tc   the  realization  of  a  programme   like  the  one  here 
prcpcssl.     The  greatest     ani  most  fundamental  obstacle  is  unicubtedly 
financial;  next,  perhaps  scarcely  second,    ie  the  tradition  and  pride  of 
local  autonomy. 

VJhile  the   iotal  wealth  and  annual  inceme  cf  th^  nation  is  ample  to 
finance  this  prcpcsei  educational  progrsoame,   the  wealth  and  income  of  many 
citios  and  co\i»:try  districts,   taxable  units  in  which  perhaps  more   than  half 
the  people  to  be  educated  are   fctaii,   wculd  be  taxed  beyond  any  reasonable, 
frequently  any  practically  possible,   limit,   were   this  programme  attempted 
under  present  methcds  cf  educational  support.     Fcr  it   is  tot  frequently  true 
that  the  taxable  wealth  cf  a  given  taxable  unit,   whether   schccl  district, 
city,   county,   cr  atat-,   is  in  inverse  ratic   to  the  elucaticnal  needs  therein. 


Dr.   Frank  E.    Spacalding,    Supt. 

It  is  one  of  the  almost   sacred  traditions  of  America  that  complete 
control  as  well  cts  the  chief  financial  support  of  education  is  a  local 
matter.      This  fading  of  extreme   local  responsibility  has  mach  to  coflanend  it; 
to   it  caust  he  credited  a  great  deal  that  is  host  in  American  education  today. 
But   this  same  fs-ling,   perverted,   is  equally  responsiblo  for  much  that  is 
worst  in  our  education; for  in  practice  it  cftsn  works  cut  tc  mean  that  a 
given  community  claims  and  exorcises  the  right  to  maintain  as  poor  and 
inefficient,  not  tc   say  corrupt,   an  educational   systeci  as  it  pleases. 

The   time  has  now  fully  arrived  whon  education  generally  should  be 
considered  and  treated  as  of  great,    indc.d  the  greatest,   national  concern. 
The  crises  of  the  war  helped  to  make  this  fact   stand  out   in  clear  relief. 
It  became  apparent  that  the   failure  of  local  communities  to  remove 
illiteracy  and  tc  provide   technical  training  in  sufficient  variety  and 
extent ms  a  matter  of  national  concern. 

And  the   ccncorn  of  the  nation  in  the  results  of  our  weak  and  inadequate, 
locally  independent  educational  systems,   was  by  no  means  confined  to   the 
effect  en  military  efficiency;    the  effect  en  our  whole  national  life,   on 
our  unity  of  purpose  and  effort,  were  cause  for  far  graver  concern. 

Let  us  not  deceive   ourselves;    the  gravity  of  the    situation  in  which 
we  found  oTirsclves  less  than  three  years ffl-go  has  not  passed,  has  net  even 
materially  changed  for  the   better. 

The  great  task  cf  achieving  real  national  unity  is  still  before  us; 
the  war's  crisis  disclosed  howfer  we  are   from  this  goal,   and  brought  home 
the   supreme   importanco  cf  attaining  it.     Since  the  war  ended,   tl>G  everyday 
tragic  occurrences  in  our   social,    industrial,  and  commercial  life  only 
smphasizc  and  keep  before  us  the  war's  disclosure  and  lesson.      In  going  about 
this  task  of  achioving  essential  national  unity,   education  must  be  oiir  great 
reliance.. 

National  financial  support  in  considerable  measure,    coupled  with  a 
certain  degree  of  national  direction  and  control,   appears  to  be  the  only 
practicable  method  cf  dealing  with  the  large  educational  problems  that 
confront  oar.'     coimtry.     The  necessary  financial  support  should  be  given,   and 
the  direction  and  control  exercised,   in  a  way  to  encourage  and  increase 
the  support  and  responsibility  cf  states  and  local  conmunities.     This  is 
entirely  feasible  by  making  the  extent  cf  national   support  dependent  upon 
certain  practicable  d.egrees  cf  state  and  local  support  and  the  observance 
cf  certain  very  general  policies,    fundamental  to   the  attainment  of  the  great 
objectives  to  be  attained,   and  at  the   same   time  by  leaving  to  the  states 
and  the  local  communities  the  greatest  meas;are  of  freedom  and  initiative 
in  devising  plans  of  organization  and  methods  of  procedure  and  in  adapting 
these  to   local  conditions,    traditions,    ideals,   and  even  prejudices. 

The  development  of  this  proposed  programme  in  full,   even  with  wholly 
adeqviate   financial  support  from  the  outset,   will  require   several  years. 
The  one  most  important  factor  in  .the  success  cf  this,   or  of  any  educational 
plan,-  qualified  teachers,-  will  require   time  tc  develop.     First,    there 
must  be  the   sure  prospect  of  a  wage   sufficiently  attractive  to   induce  a 
sufficient  number  of  people   to  prepare  themselves  adequately  for  the  work 
to  be  done;   next,    there  must  be  provided  schools  of  professional  training 
to     prepare  would-be  teachers  for   service.     The  number,    and  in  many. 
instances  the   standards,   of  existing  no.nnal  and  special  training-schools 
and  colleges  of  education  v/ould  prove   quite  inadequate  to  meet  the  require- 
ments. 


Dr.   Frank  E.    Spaulding,    Supt. 
25 

It  is  evilfcnt  that  ths  development  of  this,  or  of  any  ether  plan  of 
ediicaticn,  national  in  scope  and  adequate  to  i».ticna.l  nesds,  demands  the 
ostahlisiiment  of  a  DjpartiuGnt  of  Education  in  ths  national  government,  a 
dspart-m'jnt  that  shall  tcj  en  a  par  with  cti'iSr  state  departments,  having  a 
Secratary  at  its  head,   who   is  a  menbiir  of  the  President's  Cabinet. 

Let  no  one   suppose   that  the  establisiiuient  of  such  a  Department  of 
i^ducaticn  w:uld  mark  an  innovation.     On  the  contrary,    the  present  laclc  cf 
such  a  department  in  the  Merican  government  places  it  alaost   in  a  class  by 
itself  in  txiis  respect.      In  two-score  governments,   all  ever  the  world, 
there  is  found  a  Department,   or  Ministry,    cf  Education,   or  Public  Instruction. 

iimarica  is  distinguished  as  the  one  important  naticn  cf  tht  world  tiiat 
fails  to  recognize  educEwtion  as  one  cf  the  half-dczan  or  half-score  great 
national  fundamental  interests  and  responsibilities.     This  is  a  startling 
fact;  but  the  all-sufficient  reason  for  adequate  geverru-.ental  recognition 
of  public  education  in  iLierica  is  the   simple  reascn  that  only  thrcucih  such 
reccgniti-n  can  there  be  assured  to  all  tne  Anerican  people  adequate 
preparation  for  ths  great  tasks  that  are  bsfcrs  ther^;    that  only  thr:ugh  sach 
reccgnitien  of  educaticn  can  the  ALeric-ai  nation  qualify  itself  to  discharge 
the  unprecedented  responsibilities  t^iat   should  be  welcome,    that  will  be 
inevitable. 

The  y/r.ole  -.vorld  reccignizes  today,   not  .nly  the  -unprecedented  responsi- 
bilities,   but  equally  the  lonparalleled  opportunities  that  are  America's. 
Ivic.y  v-e  not  all  recognize  -  all  Americc'jris,    before   it  is  tec  lage  -  that  the 
only  sane  hope  of  rising  to    these  responsibilities,    of  grasping  these 
op-fortunities,  must  be  founded  upon  the  determination  tc  prcjpare  ourselves 
for  them,   as  a  people,   as  a  iiation? 

We  are  nrt  now  prepared.      V/e  are  no  mere  prepared  today  fcr  the  great 
emergencies  cf  peace   that  confront  us  than  we  were  prepared  three  years  ago 
fcr   the   emergencies  of  war.      Educaticn,   hasty  and  hectic,   was  lur  chief 
resource  in  preparing  for  war.     New  educaticn,   deliberate,    intensive,   and 
sustained,  must  be   >ur  basis  resource  in  preparing  for  peace. 

(Prolonged  applause.  ) 

TH2  PEESIDliTG  OFFICES,   GOVERNOR  H'iF.DIKG:       I  nr.:  sure  aftsr  this  progrnm 
has  been  outlined  to  us  thit  no  on  c?.n  leave  this  r.eeting  without  feeling 
th-.t  they  hi;.ve  snmothing  tc  look  after  when  they  get  home, 

ITow.    the  next  number  on  the  program  of  the  subject   is  "Economies  in 
Education,"  and  v.-g  are  delighted  to  have  v-lth  us  this  morning  Dr.  Charles 
H.   Judd,  Director,   School  of  Education,   University  of  Chicago.     You  all 
kno-,7  Dr.    Judd,  and  it  gives  me  pleasure  nov;  to  present  hini  to  you. 
(ifc.pplau8e) 

DP..  JJUDD:       Mr.   Chairnun,   ladies  and  gentlemen,   I  am  goiny  to  try  very 
briefly  to   summarize  .vhit  I  want  to  say  as  vigorously  as  I  can  say  it. 


Dr.   Frank  E.    Spaulding,    Supt. 
25 

It  is  eviilent  that  the  development  of  this,  or  of  any  other  plan  of 
education,  national  in  scope  and  adequate  to  ioaticnal  needs,  demands  the 
ostahlisiimaiit  of  a  Department  of  Education  in  the  national  government,  a 
departm5;nt  that  siiall  to  on  a  par  with  otr^er  state  departments,  having  a 
Secratary  at  its  head,   who   is  a  menbiir  of  the  President's  Cabinet. 

Let  no  one   suppose   that  the  establisiiuient  of  such  a  Department  of 
i/ducaticn  w-uld  mark  an  innovation.     On  the  contrary,    the  present  lack  of 
such  a  department  in  the  Ainerican  government  places  it  alaost  in  a  class  hy 
itself  in  txiis  respect.      In  two-sccre  governments,   all  over  the  vrorld, 
there   is  found  a  Department,   or  Ministry,    of  Education,   or  Public  Instruction. 

iimerica  is  distinguished  as  the  one  important  naticn  of  the  world  that 
fails  to  recognize  educevticn  as  on?  cf  the  half-dozen  or  half-score  great 
national  fundamental  interests  and  responsibilities.      This  is  a  startling 
fact;  but  the  all-sufficient  reason  for  adequate  goverru-.ental  recognition 
of  public  education  in  America  is  the   simple;  reascn  that  only  through  such 
recognition  can  there  be  assured  to  all  the  Anerican  people  adequate 
preparation  for  the  great   tasks  that  are  before  ther^aj    tliat  only  thr;ugh  such 
reccgniticn  of  educaticn  can  the  Amoric-ai  nation  qualify  itself  to  discharge 
the  unprecedented  responsibilities  titat   should  be  welcome,    that  will  be 
inevitable. 

The  whole  -.vorld  recognizes  today,   not  .nly  the  unprecedented  responsi- 
bilities,   but  equally  the  unparalleled  opportunities  that  are  America's. 
Ivkiy  ve  not  all  recognize  -  all  Amciricans,    before   it  is  tec  lage  -  that  the 
only  sane  hope  of  rising  to    thsse  responsibilities,    of  grasping  these 
op-fortunities,  must  be  founded  upon  the  determinati;-n  to  prepare  •.•;\ir selves 
for  them,   as  a  people,   as  a  nation? 

Tie  are  not  now  prepared.      Vfe  are  no  mere  prepared  today  fcr   the  great 
emergencies  cf  peace   that  confront  us  than  we  were  prepared  three  years  ago 
fcr   the  emergencies  of  war.      Educaticn,   hasty  and  hectic,   was  tur  chief 
resource   in  preparing  for  war.     Kcw  educaticn,    deliberate,    intensive,    and 
sustained,  must  be   >ur  basis  rescurce  in  preparing  for  peace. 

(Prolonged  applause.  ) 

TH2  PKESIDlilG  OFPICEI?,    G0VI3R^0R  H-iT.DrjG:        I  nr.i  sure  after  this  progrnr. 
has  been  outlined  to  us  that  no  on  ccn  leave  this  r.eetins  vdthout  feeling 
th-^.t  they  hi-ve  sninething  to  look  after  when  they  get  home, 

ITow.   the  next  number  on  the  program  of  the  subject  is  "Economies  in 
Education,"  and  v;0  are  delighted  to  have  v.-ith  us  this  morning  Dr.  Charles 
H.   Judd,  Director,   School  of  Education,   University  of  Chicago.     You  all 
kno-T  Dr.    Jvidd,  ani  it  gives  me  pleasure  nov;  to  present  hini  to  you. 
(^^.pplause) 

EE.  UUDD:       Mr.   Chairnun,   ladies  and  gentlemen,   I  sm  going  to  try  very 
briefly  to   samnarize  .vtet  I  want  to  say  as  vigorously  as  I  can  say  it. 


"ECOKtMIES  m  EnJCATIOM" 

Dr.   Charles  H.   Judd 

Director,   School  of  Education,   University  of  Chicago. 

The  origin  of  the  present  crisis  in  American  education  bears  date 
not  of  1917  nor  yet  of  1914.  This  crisis  has  heen  in  the  making  since 
colonial  days.  If  there  had  "been  no  war  we  should  shortly  have  had  to 
face  practically  every  one  of  thi  problems  which  now  confront  us.  The 
warbbrought  to  the  surface  our  weaknesses  and  hastened  somewhat  the 
appearance  of  an  acute  situation,  but  the  war  is  in  no  proper  or  funda- 
mental sense    the  cause  of  our   troubles. 

The  present  crisis  is  the  product  of  our  national  evolution.     A  study 
of  this  evolution  wfill  show  us  that  the  causes  which  produced  our  most  con- 
spicuous virtues  ar^  also  tne  causes  of  our  difficulties.     For  example,   we 
hav3  expanded  our  schools,    exhibiting  an  \inbovinded  enthusiasm  for  broader 
courses  of  stvidy  and  for  unlimited  acceptance  into  higher   schools  of  all 
who  wish  to  take  advantage-  of  them.     V/e  have  paid  for  these  expanding 
schools  out  of  the  public  purse.     V/e  haVe  a  right  to  be  very  proud  of  onr 
national  generosity  and  of  our  liberal  plans,     On  the  other  hand  this  very 
expansion  has  brought  us  to  a  grave  condition  in  school  finance.     We  are 
finding  it  difficult  to  continue  what  we  have  begun.     If  we  are  to  cope  with 
the  problem  which  has  thus  arisen  we  must  first  understand  it  and  then  go 
about  solving  it  in  a  fundamental  way. 

Consider  the  facts  of  expansion.      In  the  last  thirty  years,   while  our 
population  has  a  little  less  than  doubled,    the  number  of  high- school  pu- 
pils has  bsun  multiplied  by  six.     Within  the   last  ten  years  the  number  of 
high-school  teachers  has  more  than  doubled.     From  1909  to  1916  the  number 
of  high- schools  increased  from  5,920  to  8,906.     Each  of  these  schools,    it 
should  be  borne  in  mind,   represents  a  unit  of  equipment  and  up-keep. 

These  figures  present  a  picture  of  one  of  the  boldest  experiments  in 
civilization  that  has  ever  b^en  tried,     European  nations  have  guarded  the 
privilege  of  a  higher  education  and  have  bestowed  it  only  on  those  who  are 
selected  for  public  leadership.     Even  for  these  leaders  Europe  has  never 
been  able  to  afford  the  expense  of  making  higher  education  free.     Europe 
has  never  given  a  public  schooling  of  higher  grade  to  girls  because  the 
social  machinery  of  that  older  civilization  could  not  feegin  to  stand  the 
strain  of  supporting  such  an  undertaking. 

Our  nation  launched  this  great  experiment  without  any  serious  count- 
ing of  the  cost.     We  have  been  not  unlike  those   fraternal  orders  which 
in  their  youth  organize  pretentious  insurance  schemes  at  trivial  cost  to 
their  members  and  get  on  for  a  time  withoufe  thought  or  difficulty,   but  in 
their  maturer  years  are  overwhelmed  by  a  striking  demonstration  of  the 
eternal  validity  of  the  mathematical  facts  of  life.     Vfe  are  confronted  to- 
day by  a  mathematical  fact.     Our  high  schools  are  crowded.     They  cost  per 
capita  about  twice  as  much  as  the  elementary  schools.     They  have  not  reach- 
ed the  limits  of  their  growth.     They  stand  as  one  of  our  gravest  financial 
problems. 

There,  are  other  examples  which  show  that  the  Arierican  people  are 
eager  to  provide  liberally  for  education.      In  1840,   as  the  Commissioner  of 
Education  tells  us,    the  young  nation,    struggling  with  its  problems  of 
material  existence,  provided  iktoat  education  it  could  for  the  people,   but  it 
succeeded  in  giving  the  average  citiaen  only  208  days  of  schooling.     Two 
hundred  and  eight  days  are  not  enough  to  train  in  the  fundamental  social 
arts,   and  they  offer  no  promise  of  introduction  to  higher  education.      In 
the  three-quarters  of  a  century  since  1840  that  208  days  has  been  increased 
until  now  it  is  1200  days  or  about  six  times  vidoat  it  was  in  1840. 


3r.    Charles  H.   Judd. 

32 

The  counterpart  of  our  enthusiasc;  for  niore  days  of  schooling  for 
the  average  man  and  woman  appears  in  tha    sotLter  fact   that  American  cities 
are  in  serious  financial  difficulties  in  their  efforts  to  maintain  their 
public   schools.      A  few  naonths  ago  the  Bureau  of  the  Census  reported  that 
of  the  227  cities  havirg  more  than  thirty  thousand  inhabitants,    147  are 
running  far   behind  in  their  finances.      They  are   spending  per  annum  $3.48 
per  capita  more  than  their   income.      The  @27  cities  have  on  the  average  a 
per  capita  indebtedness  of  $77,53.     About  30  per  cent  of  these  ruinous 
municipal  expenditures  ia  for   schools,   and  the  proportion  given  to   schools 
as  compared  with  that  given  to  policing,   paving,   and  public  health,   has 
steadily  increased  during  the  last  forty  years. 

Another    striking   saries  of  facts  appears  when  we  consider   the  evolu- 
tion of  the  different  units  of  our  Educational   system.      The  elementary 
school  has  aimed  to  meet  the  needs  of  all   the  children  and  in  its  efforts 
toward  the  most  complete    self-development   it  has  emphasized  its  own  work 
and  its  own  organization  and  been  almost  entirely  unmindful  of  the  higher 
schools  into  which  its  pupils  go.      Jh  fact   in  many  cases  the  elementary 
school  has  thought  of  its  interests  as  opposed  to   those  of  the  high 
school. 

In  like  fashion  the  higher   schools  have  gone   their  ovm  way.      Vliere 
there  has  been  necessary  contact,    ther-  has  often  bee»  marked  lack  of 
sympathy.      The  college  has  criticized  the  high  school  and  the  professional 
school  has  been  in  ttim  critical  of  the  college. 

All  this  lack  of  coordination  can.be  traced  to   the  vigor  and  enthu- 
siaaa  of"the   separatj  units  and  no  one  can  legitimately  advocate  a  reduction 
of  vigor  and  enthusiasm.     The   trouble   is  that  we  haveinot  evolved  any  large 
centralizing  agency  competent  to  comprehend  under  its  unifying  control  all 
the  disjointed  elements  of  our  complex  system. 

The  contrast  in  this  respect   between  ourselves  and  Europe  is  very 
impressive i      Europe  unifies   its  educational   system  by  central  national 
authority.      I  mention  this  example,   not  because  I  advocate  imitation  of 
Eiirope.     Quite   the  contrary,    I  do  not  believe  in  forcing  coordination  by 
any  ext.rnal  and  artificial  control.      I  believe  rather   that  we    should  develop 
in  an  American  way  an  American  type  of  tmity.     ijhis  will  mean  conferences 
and  democratic  forms  of  centralized  supervision,   but  until  we  find  some 
device  for    securing  unity  our   system  v/ill  appear,    in  contrast   to  that  of 
Europe,    as  a  group  of  "uncoordinated  institutions,     V/e  are  moving  in  the 
direction  of  centralization  in  thi  development  of  our   stat-  departments 
and  through  our  voluntary  agencies  of  standardization.     VJhat  we  need  is 
a  clearer  conviction  of  the  importance  of  bringing  our  institutions  together. 

I  would  that  ws  might  recognize   the  importance  of  taking  a  more  earnest 
view  of  the  common  responsibility  for   the  promotion  of  cordial  interrela- 
tions.    Not  infrequently  one  hears  educational  meetings  made  up  of  elemen- 
tary teachers  moved  to  both  mirth  and  applause  by  criticism  of  collages. 
^One  hears  the  oast  intemperate  remarks  about  poor  teaching  and  idleness 
in  colleges  accepted  as  true.      I  always  feel  like  rising  in  my  place  to  ask 
those  criticise   so  freely  how  they  can  allow  themselves  this  freedom  of 
destruction  of  friendly  relations  unless  they  are  prepared  at  the   same  time 
to  assume  aa  citizens  the  responsibility  for  constructive  policies. 

The  fact  is  we  are   too  individaalistic.      In  our  enthusiasm  each  for 
his  own  institution  we  are   complacent  about  a  disjointed  and  fragmentary 
school  system.     The  result   is  that  pupils  v^ho  must  pass  from  one:>g^ool 
to  another  we,stes  a  great  deal  of  time  and  energy    and  expierence  serious 
difficulty  in  making  individual  adjustments  just  because  we  neglect   in- 
stitutional adjustment.      The  public  is  impatient  and  our  financial  sup- 
port is   in  no   small  measure  jeopardized.      If  we  are   to  make   successful    ,,. 
demands  for   large   support  we  must  first  cure   the  wastage  which  arises 
out  of  otir  individualistic  enthusiasms. 


r.    Charles  H.   Judd 
1 


Another  fundaiaental  fact  which  explains  iruch  of  our  present  difficulty 
Ls  that  each  cocununity   is  in  a  very  large  degree  in  control  of  its  own 
schools.      Vfe  cherish  the  ^ocal   school  board  and  its  rights  as  one  of   the 
aost  democratic  of  our  institutions,    and  variiy  it   is.      The  ej^erimcnts  that 
some  American  school  boards  have   tried  with  the   schools  in  their  charge  have 
contributed  far  reaching  regarding  the  possibilities  of  unbridled  democracy. 
I  hasten  to  add  that  the  public   service  of  many  board    members  who  have   lav- 
ished time  and  attention  on   school  problems  is  also  tho  most  optimistic 
evidence   that  democracy  can  call  freely  for  the  services  of  its  members. 

Quite  apart  from  the  virtues  and  sins  of  boards  of  education,    it  is 
evident  on  a  criomint's  consideration  that  local  control  is  sure  to  be  in- 
adequate to  the  larger  needs  of  the   schools.     The   small   school  district 
cannot  train  teachers.      It  cannot  provide   through  its  own  limited  agencies 
the  books  and  materials  necessary  for  instruction.     It  cannot   secure  unaided 
the   supervision  which  it  needs  to  m,ake   its  school  equal  to   the   best  in  the 
country. 

For  these  and  other  like  reasons  the   individual   school  district  must 
put  itself  imder  the  control  of  the  larger   social  unit.      It  must  do  thib 
voluntarily,   not  through  external  coercion. 

Here  again  we  must,    I   bf-lieve,    face   the  fact  that  the  present    situa- 
tion is  full  of  intolerable  v/aste.     The  board  which  is  narrow  in  its  views 
or   is  dominated  by  selfish  or  partizan  motives  is  a  source  of  wea3cness  to 
o\:ii  public  life  and  is  responsible  in  no   small  part  for  our  present  diff- 
culty.      The   time  ought  to  be  not  far  distant  when  boards  of  education  can 
be  held  responsible  by  the  public  for  high   standards  of  action  ;3ust  as  the 
^teachers  and  pupils  are  held  responsible  in  the  classroom.      Supervision  of 
boards  of  education  is  a  public  necessity  and  will    be  welcomed  by  those 
who  are  interested  in  unifying  and  coordinating  the  American  school   system. 

There  is  one  more  fact  of  ovx  development  vAiich.  I   think  v;e  rrrast  con- 
sider/    We  have  not  had  standards  for  school  work;   vce  have  been  enthusiastic 
but  vague.      T/e  have   so  long  been  complacent  with  our  careless  evaluation 
of  results  that   in  recent  years  when  scientific  methods  have  made   it  possible 
to  determine  how  far  -teaching  really  accomplishea  what   it  aims  to  accom- 
plish in  the   classroom,    there  has  appeared  a  disposition  in  some  quarters 
to  resist  the  movement  toward  measuring  results,      Oi:r  American  habit  of 
letting  matters  take  their   course  -without    supervision  here  works  to  the 
serious  injury  of  the   schools.     Vfe  must  learn  to  respect   standards,   not   in 
the   interests  of  uniformity  of  products  but  in  the  interests  of  effective- 
ness.    YJhere   there  are  no  measured  results  there  will  be  much  lost  motion 
and  waste.      There  is  lost  motion  in  many   schools  because  of  devotion  to 
traditional  modes  of  teaching  and  of  orgamization.     The    school  officer   or 
the  comiounity  which  resists  innovation  because  of  mental  inertia  will  have 
to  be  brought  jto  account  by  exact   scientific  methods  of  measi.ijring  results. 
Those  who  attempt  to  prevent   the  development  of  the  movement  for  the  measur3- 
ment  of   school  results  by  all  manner  of  false  reports,    by  saying  that  measure- 
ment is  in  the  interests  of  mechanical  uniformity  and  that  edu-jation  cannot 
be  analyzed  into  its  elements  or  recognized  by  its  results,   will  not  long 
be  able  to   stand  in  the  w^  of  the  most  needed  and  most  rational  type  of 
supervision  that  has  ever  corns  to  American  schools,  namely  :    supervision 
by  scientific  knowledge  of  what  is  being  achieved. 

The  American  educational  system,    as  I  ha^e  tried  to   show,   has  all 
along  been  caroless  of  its  fundamental  needs.      It  has  expanded  lavishly 
and  without  proper  assimilation  of  its  units.      It  is  full  of  incoordinations. 
It  is  local  in  its  government  and  support  and  it  is  often  indifferent  to 
sta.ndards. 


Dr.    Ciiarles  K.   Judd, 

oO 

IbB    Bcvero   test  of  a  period   of  economic  stress  brings  out  the   drfocts 
of  the  syptiim  and  ^»e  now  see  as  never  before   tiie  consequences  of  our  lack 
of  foresijjht  and  lack  of  definite  standards,     7£  have  no  adequate  suppfsy 
of  teacters.     Ho-;  could    ;g   jypect  to  have?     The  incoordination  of  the 
school  system  has  left  us  -.Ithout  adequate  coopern.tion  bet-.-een  the  higher 
institutions  and  the  lo-.7cr  sfchools.     Lack  of  standards  has  made  it  impossiblo 
to  discriminate  betv.een  efficient  service  and    its  opposite.     Local  control 
has  blinded  us  to  the  public  responsibility  for  prividing  in  advance  for   the 
ncads  of  the  schools.     7,^  have  left  all  these  matters  to  the   slov?  operation 
of  a  chance  system  of  supply  and  demand.     This   chance   system  has  broken 
dO'TO  on  every  hand..      First  of  all  the  young  people  of    this   country  TTsre 
suddenly  convinced2by  the  var   that  education  is  essential  to  all  who  wish 
to   rise  in  the  struggle   of  modern  life.     Students  arc  cro^-rding  into  educa- 
tional institutions  in  unheard  of  numbers.     Our  colleges  are  strained  to  . 
their  utmost  capacity  in  the  effort  to  accommodate   students.     Our  high 
schools  are  running  over,     Education  has  received  a  flattering  recognition 
vhich  is   embarrassing  because  of  the  strain  v<hich  it  puts  on  institutional 
resources.     Curiosly  enough,    this  same  high  regard  for  education  which  sends 
students  into  schools  has,   on  the  other  hand,   dratm  the  teachers  airay.     The 
teachers  of  the  country  used  to  think  of  themselves  as  the  poor  brothers  of 
society,  dealing  in  spiritu:.l  things  that  roust  be  given  anay  or  sold   for  a 
farthing.     3ut  during  the  war,   in  'Vashington  and  in  France,   the  simple  ped- 
agog  met  his  formor  pupile  \7ho  had  gro.-ai  large  in  the  itanagement  of  indus- 
try, ^nd  pedagorj  and  Jsupils  learned  a  no-./  lesson.     It  r.-as  the   lesson  of  the 
money  value   of  :i  trained  mind.     V/e  must  not  be  surprised  to  learn  that  the 
pedggog  and  pupil  are  nov.-  in  partnership  and  that  schools  are  hard  put 
to  it  to  securs   the  services  of  the  pedagog  because  he   is  nov;  able  to  ask 
a  real  price   for  the  spiritual  qualities  -.yhich  used  to  be  marketed  only  on 
the  table  marted  "remnants." 

The  situation  sa  v;e   find  it  today  is  by  no  means  hopeless,   but  it   is 
certainly  by  no  means  a  matter  for  potty  and  temporary  patching.     This 
av/akening  to  v;hich  we  have  been  brought  by  the  \iat  ought  to  lead  to  re- 
forms -.vhich  v.-ill  be  of  the  most  far  reaching  type.      It  is   only  through 
radical  reform  that  we  can  put  the  system  in  condition  to  demand  large 
support  and  to  carry  for-.-?ard  th&  broad  and  salutary  lines  of  development 
rhich  are  suggested  by  our  history. 

I  -.7ish  accordingly  to  take  the  remainder  of  the  time  nliich  has  been 
allotted  to  roe  in  advocating  three   types  of  positive  constructive  economy 
which  I  believe  ought  to  bo  put  into  immediate  operation  with  a  view  to 
correcting  organic  defects  in  our  present  school  system  and  trith  a  view  to 
furnishing  a  substitute   in  rational  readjustment  for  morje  chance  expansion. 

The  first  reform  -vThich  I  advocate   in  the   interests  of  economy  is  a 
national  plan  for  the   coordination  of  the  different  branches  of  the  educa- 
tional system.     As  the  matter  stands  today,   there   is  ttemendous  vmste  in 
cost  of  operation  and  in  human  life  because   the  elentary  schools  and  high 
schools  do  not)  fit  into  each  other's  plans,   because  the  higi  schools  and 
colleges  are  not  articulated^  and  because  the  colleges  and  professional 
schools  do  not  knov;  how  to  reconcile  their  conflicting  interests.     The  case 
may  be   illustrated  as  follo-.vs.     The  elementary  school  has  a  seven-  or' eight  - 
year  organization  '.Thich,  especially  in  its  last  years,   is  -vTastefullin  the 
extreme.     There   is  a  large  amount  of  padding  in  the  c6nrse  of  study,  and  an 
uir.rarranted  duplication  of  work  through  needless  reviews.     There  is  muoh 

{marking  time  because  traditionally  Jjupils  in  the   elementary  schools  are 
not  supposed  to  be  able  to  do  any  of  the  •  x>rk  assigned  years  ago  to  the 
high  school  and  labeled  through  this  assignment,  advanced.     The  traditions  of 
tho  elementary  school  are  narrow  and  originated  in   .he  day  when  boys  and 
girls  attended  school  only  a  fe-,7  -.Teeks  each  year  ard  had  no  intentioh.  Of 
going  to  the  high  school.     The  traditions  have  persisted  partly  because  the 


Dr.    Charles  H.   Judd. 
30 


caatnunity  is  averse  to  change,  p  artly  because  the  buildings  and  equip- 
ment dictate  a  continuance  of  the  present  organization,   and  partly  be- 
cause the  principals  and  teachers  in  these  schools  are  jealous  of  anything 
that  seems  to  be  a  criticism  of  their  practices  or  an  encroachment  on 
their  domain.     In  the  face  of  all  these   insidious  and  petty  forces  of 
opposition  it  is  going  to  take  some  kind  of  a  genuine  national  movement 
to   set  up  what  we  urgently  need,  namely,   a  six-year  elementary  school 
followed  by  an  immediate  introduction  of  pupils  to  advanced  courses.     Oar 
schools  will  not  be  economical  until  the  eight-year  elementary  school   is 
talcen  back  to  Europe  from  whence  it  came.,    The   seven-  and  eitht-  year 
elementary  school  of  American,  while  it  possesses  many  unique  virtuBs,    is 
the  home  of  indefensible  waste  of  human  live  and  intsllectual  enthusiaan. 
Quite  spontaneously  a  change  in  organization  originated  about  a  decade  ago 
in  what  is  knov«n  as  the  junior  high-school  movanent.     This  movement  is 
halting  and  incoherent  because  it  lacks  broad  national  guidance. 

V/hat  is  said  about  elementary   schools  can  be   said  most  emphatically 
about  college  courses-      Breat  possibilities  of  constructive  reform  are 
here.     The;  need  of  broad  nation-wide  consideration  of  the  inadequacies  of 
the  college  is  beginning  to  manifest  itself  in  many  ?fays,   as  for  example 
in  the  fact  that  the  religious  denominations  ^A±iich  have  always  fostered 
higher  institutions  are  centralizing  their  educational  policies.     Form- 
erly the  dencminations  laijnched  scattered  individual  institutions,    sup- 
ported them  in  a  I6cal  and  uncertain  way,   and  allowed  them  to  compete 
without  regard  to  the  results  which  they  secured.     These  scattered  colleges 
were  without   standards  or   settled  policies.     Today  there  is  a  new  spirit 
in  the   support  and  standsirdizaticn  of  these  institutions.     Vflaether  this 
will  result  in  a  better  coordination  of  the  colleges  with  the   schools  be- 
low them  and  above,   depends  entirely  on  the  wisdom  of  those  now  in  charge 
of  great  funds  and  centralized  boards  of  denominational  supervision.     One 
thing  is  certain  in  any  case;    the  day  of  accidental,  uneconomical  competi- 
tion among  scattered  institutions  is  to  be  followed  by  a  day  of  effort 
to  establish  controlled  cooperation. 

Within  the  colleges,    too,   there  is  arising  a  new  spirit  of  self- 
examination  and  reorganization  of  the  courses.     The  vague  idea  that  the 
sold  duty  of  the  college   is  to  provide   students  with  a  good  time  and  with 
womething  called  general  culture  is  giving  v/ay  to  the  demand  for  clear  and 
useful  purposes.     I  believe  that  the  time  has  passed  vAioa  there  will  be 
public  approval  of  the  traditional  four-year  college  course  beginning  with- 
out definite  purpose  and  leading  vaguely  to  no  clear  goal. 

If  the  elementary  school  is  ccmpacted  into   six  yeairs  and  the  college 
is  given  a  real  purpose,    there  will  naturally  follow  a  series  of  read- 
justments in  the  related  institutions.     These  readjustments  will,    I  believe, 
give  us  a  new  system  of  schools.     There  will  be  an  elementary  school  of 
six  years  and  a  school  of  youth  of  six  years  in  length  covering  the  ground 
now  covered  by  the  upper  grades,   by  the  classes  of  the  high  school  and  by 
the  first  two  years  of  college.     Following  this  will  ccme   specialized 
education  of  the  higher  types.     At  each  level  above  the   sixth  year  certain 
lines  of  specialization  vtrill  branch  off  from  the  main  trunk.     The   system 
will  thus  ccme  to  have  unity  and  will  at  the   same  time  offer  diversity  of  • 
opportunity. 

The  reform  advocated  in  the  last  few  paragraphs  has  to  do  wdtji  the 
elimination  of  waste  within  the  schools-     A  second  reform  to  which  wa  now 
turn  has  to  do  with  the  better  coordination  of  educational  activities  with 
other  public  undertakings.     The  fact  is  that  in  axl  of  our  great  cities 
education  is  becoming  at  the  present  time  an  intollerable  burden  on  pro- 
perty.    The  property  tax  in  most  cities,   at  least  in  the  form  in  vmich  it   is 
now  administered,   will  not  provide  for   schools  in  the  future  without  des- 
troying property  values.     The   schools  are  ,in  competition  with  industry  and 
public  imprcvsnonts.     There  is  fio  need  cf  obscuring  the  facts;   cities  can- 
not  support  schools  by  the  present  methods  of  collecting  revenue. 


'r.   Charles  H.    J-udd. 

^ 

i 


The  true    soluticn  of  this  mattor  calls  for  genuine   statesmanship.     No 
lalliative  measures  will   s^rve   to  do  more  than  postpone  the  clash  of  interests, 
he  schools  depend  for  their  life  on  a  new  plan  of  collecting  and  distributing 
ublic  revenue. 

The   question  which  confronts  us  is  this:  Hov/  is  a  new  plan  to  be  worked 
ut?     Local  ccminunitios  evidently  cannot  solve  the  problem.     The  existing 
iducational  agencies  of  the  country  are  so  absorbed  in  routine  that  they  can- 
lot  devote  energy  tc  its  solution.     There  must  ccme  from  some   source  an 
.gency  to   study  profoundly  and  impartially  the  whole  matter  of  public- school 
;osts  and  public  revenues.     Furthermore,    if  the  findings  in  regard  tc  a  new 
iolicy  en  revenue  are  tc  be  effective  they  must  come  soon  and  they  must  come 
n  a  positive  form,     They  must  go  to  the  root  of  the  matter  and  unist  establish  a 
clicy  for  the  long  future. 

It  has  been  suggsoted  that  federal  funds  be  appropriated  to  tide  the   states 
iver  their  present  distress.      Such  emergency  appropriations  will  be  most  hann- 
'ul  if  they  prevent  a  fundajiiental  study  of  the  emergency,     For  my  own  part,    L 
lelieve  that  the  American  pjople  need  guidance  in  the  development  of  a  new 
>olicy,    not  charity  from  the  federal  treasury.     There  ought  to  be   set  up  a 
lational  agency  which  will  go  into  the  whole  matter  of  revenue  as  the  Bureau 
:f  Standards  has  gone  into  the  matter  of  commercial  and  material  adjustments. 
!hers  is  v/ealth  enough  in  this  nation  to  carry  out  successfully  the  great 
locial  experiment  which  is  characteristic  cf  our  civilization,    the  experiment 
if  a  free  ^jigher  education  for  all.     TWiat   is  needed  to  make  this  experiment 
luccessful  is  adjustment,   cooperation  among  public  interests,   and  more  economical 
irganization. 

I  believe  that  this  national  conference  could  do  no  greater   service   than 
ic  prepare  a  vigorous  petition  asking  for  the  creation  cf  a  national  commission 
;c  take  up  the  problems  of  school  revenues  thus  contributing  national  aid  to 
;he  solution  cf  problems  with  which  our   states  and  communities  do  jiot  knew  how 
;c  deal.     This  national  commission  might  be  a  temporary  commission  acting  out- 
side tha  Bureau  of  Education  or  it  moght  be  an  expansion  of  the  present  federal 
Livisions  which  have  to  do  with  education.      Personally,    I  believe  a  separate 
lemmission  on  this  single  matter  is  most  desirable. 

A  third  school' reform  wnich  is  to  be  advocated  in  the  interests  of  econ- 
imy  can  be   stated  in  both  negative  euid  positive  terms.     The  fact  h  as  been 
:cmmented  on  above  that  as  a  nation  we  have  never  insisted  on  rigid  evaluation 
)f  the  results  of  education.     Vte   shall  have   to  develop  a  discriminating 
aicwledge  of  what  is  being  achieved  in  the   schools  or  we   shajl  go  on  wasting 
mt  civilization.     Ue  must  eliminate  inefficiency  and  encourage  higher  types 
)f  performance.     Two  examples  will  serve  to  make  concrete  what  I  mean.     T/e  are 
juilty  in  this  cotintry  of  the  most  inadequate  performances  in  the  matter  of 
leacher-training.      There  is  no  great  civilization  which  tolerates  so  low  an 
jiverage  cf  equipment  among  tts  teachers  as  does  the  United  States.      Call  this, 
Lf  you  like,   a  syniptcm  of  cur  frontier  life;    say  that  wb  have  had  to  do  the 
Dest  we  could  during  the  formative  life  of  a  vast  country,   but  the  fact  re- 
Qains  that  we  have  low  ideals  in  this  matter  and  in  many  quarters  no  ideals  at 
111. 

The  consequancas  of  this  are  upon  us.     Our   schools  are   inadequately  manned, 
)ur  people  do  not  knew  how  to  demand  or   secxire  high-grade  teaching.     Cur  teachers 
ire   themselves  outspoken  in  their  unwillingness  to  have  rigid  requirements  of 
success  put  upon  them.     They  demand  that  tenure   shall  be  permanent  and  that 
vages  shall  be  adjusted  solely  on  the  basis  of  years  of  service.      They  organize 
to  demand  a  flat  wage  and  a  remov&l  of  supervision.     The  organization  promises 
its  members  that  the  merit  systems  of  promotion  vail  be  overthrown, 

The  other  example  of  lack  of  adeqijate  appreaciation  of  results  is  to  be 
found  among  the  etudenfis  in  our   schools.     There  is  too  often  a  lack  of  serious- 
aess  of  purpose  which  comes  in  part  from  the  carelessness  cf  youth  but  more 
from  American  disregard  for  results.      Our  people  have  had  lavished  upon  them 
opportunities  whidi,   as  has  been  pointed  out,   Europe  cannot  afford  even  for 
her  most  select.      These  opport\mities  are  accepted  without  hesitation  and  v/ith- 
out  the   slightest  recognition  on  the  part  of  many  cf  the   students  and  their 
parents  that  each  opportunity   is  paralleled  by  a  stem  obligation.      I  am  in 


Charles  H.   Judd. 


.rtunities  from  these  who.    after  reasonable  trial  to  ^J^j;^  ff  JJJ^  Sa?''^' 
3s  of  youth,    so  grossly  neglect   their  ov«i   interests;  ard  thair  v.ork  that 
f  waste  American  opportunities  and  public  resources. 

This  program  of  setting  up  and  enforcing  requirements  is  "°  trivial  undcr- 
inr  t-   bo  loft  to   scattered  commmitics.      Thsr-   is  need  of  a  national  agency, 
ne  and  wdll  supported. to  bring  these   legitimate  demands  to  the  attention  of 
the  people.     ?S  privkte  .nd  local  agencies  ^vhich  are  now  operating  to  put 

fn^-i:Se  ;f  scho?l  ro.alts  on  a  solid  ^--^-^^^f^^^^J^f^  "^^^ther 

,  T-    -i   J    4^   -(.v.     V,  +i-n-i    f  m-riipn  for  better    schools,    tjux  laer- 

pressed  or   limited  in  th.  n..oi.  n.^  CcJnpaign  i.r   o  i^  3^^  ^^  educational 

culd  be  a  comprehensive  and  unmad  promotion  .f  ^r  ^^f^^^^f  ,^_^  rs  and 
ults  vdiicfe  will  produc.  more  effective  service  on  th.  part  of  teachers  ana 
z   s  ricus  work  on  the  part  of  pupils. 

This  pap-r     it  may  b.    said  by  way  cf  suinnary.    is  a  pica  for  cconomioa  in 
*an?zatiS     if  v/aJe  wis.,  v^o'shali  oliminat.  waste  by  coordinating 
,.cational  institutions  and  by  finding  th.    true  method  of  ^^^^^^f ^^^J^^^! 
.  other  public  intorosts.      T7e    shall  be  g^^ided  m  practice  ^^  "^f  .^^fJJJ^^ 
..ts  of  results.      Such  measurements  wiU.makc  possible  a  wiser  distribution 
public  resources  than  has  bjcn  common  in  the  past. 

The  practical  step  to   b.   tak.n  by   such  a  conference  -^^^this  is     I  am 
T.ly  convinc.d.    that  of  promoting   the  development  of  a  national  agency  of 
f  ty^e   to  take  up  at  once  the  task  cf  planning  for   ^^ .^^f.^^^^^^lfl,^ 
.xr /effective,   more  ccmpact,    and  mor.  economical  organization  than  we  new 

i/'c.  {ProlouGod  applause) 

THE  PCTDIDIirG  OPPICEK,   GOVERIIOP.  HaKDIUG:     Dr.    Cl'rston,   *^^ ^^r e  you  make  j ^ 
anfo^;cement.    I  want,    ^n  behalf   of  this   .udi.ncn   to  th..nk  you  for  the   -.onder- 
.    qu..rtet  that  you  procontod  hero  this  morning.  -  Dr.    Shav,  Mr.    tmogan,  Dr. 
Gliding  and  I>r.    Judd.      (applause) 

commission:-.  CUiXTOr:       And  governor  Harding}      (Prolonged  applauce) 

THE  PI^BSIDIl-G   OFPICER,    GOVmilOR  H.EW.:G:        Hov  it   is   "°^^^J™°   J^^^'^.^.J^  ^, 
-V    iL-^uPhtor)        If  thic   prosentaticn  of  education  by  men  thac  morning  .ill  bo 
:^;.^ut   irto  thr  hiS'ayc    xnd  tho  brr^ys  of  United  L3tatcs   of  America  there   id 
i  ^y  qu  stion  but  J  iS  "£ro  ehould  bo  W  improvement   in  tho  public  schools 
Uin^he  neit  year,  end  .0  arc  fortunate.  Pr.  Ci^^^ton.   that  ^.e  have  you  as  a 
3ium  through  v.hich  this   can  be  done.      (Applause) 

nn-n-Tn-nv  CLi-XTOr-        If  Dr.  Wood   is   in  th-:  r.udionca  I  am  going  to  ask  him 
■  or  rather   to  apologizo   to  him.   ~   I  -sicoa  mm  ""^  r."  ,/  g     j^q  are   in- 

tm  a  conference  v;hich  v;r.s  hold  by  us  hore  i^  st  -7601.  °^  °^^^^:"J;'^^f^^ticulr  rly 

(vmoreupon  at  12:40  o-oaocK  p.m..  »o  Th»-sdcy  norr.inE  session  «>b  adJo,u-n- 


I 


11 


THLT.SDAY  S^/EHING  SESSIOr. 


Hay  20,    1920. 


(ZiQ  'Jhursday  evening.  May  20,   19£0,   sosrion -/as  convened  at   8  o'clock 
p.m.,   at  Continental  3Iall,  Tevontcenth  &  D  Sts,,   N.U.   '-ath  the  Hon.     ^oa^j'h 
,i:  -IfanBdell.'-^aenator  'from- Louisiana'  presiding.) 

COI.IISSIOtflER  CLaXTON:        Friends,    bofops   I  have   the  pleasure  of  prcBent- 
ing  t  0  you  the  presiding  officer  for  the  evening,    I  -.^ant  to  say  juEt  a  fe--7 
v.ords  about  the  jrosram  for  this  evening  and   tomo rr ©."'jt. 

The  purpotso  of    tl.is  converence,  as  statod  a  number  of  times,    is   to 
impress,    if  possible,   on  the  rootle  of   the  Utaited  States  the  fact  th>t  the 
schools  are  theirs«  that  they  pay  for  thora;  rh?.tever  improvements  arc  to  bo 
made,   they  must  make,   .  nd  th^' t   it   is  vorth  doing.     And  I  think  v;e  are  having 
r,  most   remarkable  program.      I  am  confirmed  in  that   thought  by  the   fact  that 
at  least  a  dozen  people  have  said  to  me   that   it   is  t!ie  best  program  chey 
have  ever  experienced  at  a  Bimilar  mooting,  tl-iat  they  have  attended.      It  t^p.s 
said,  ho -..over,   by  the  Presiding  Officer   today.   Governor  Harding,   of  lor'a,   th:', 
if  '.7e  v.-^.nt   the   people  of  the  United  i^tatcs  to  support  the  schools,  \7e  must 
sell  the    idea  of  education  to  them;  and   it  -.•as  just   that  idea  that    I  had  in 
mind  in  making  tius  program.        Governor  Hardin^-  said  the  merchant,    the  manu- 
factur:.r,   the  people  v/ho  }iave   things  to  soil,  advertise.     But  there   is  one 
further  principle   in  it;  advertising  v.ill  not  hold  out   long  unless  you  can 
prove   to   the  people    thu^t   the   thing  advertised,   and  -vhich  thsy  are  asked  to 
buy,   has  real  value.        Has  education  real  value?     V.e     are  asking  for  money 
in  quantities  never  before    tl.oufht  of  in  regard  to  educational  programs ^ 
any.-here   in  the   .  orld.         Wo  -.vere    told    this  morning  that  v'e  must   J-ave  at 
least  t-70  and  ono-half  billions  of  dollars   for  education,   —  for  public  ed- 
ucation in  tho  IMited  btates,  -.vhldi  is  tlires  times  as  much  as  wc  nov;  13.vq 
for  that  purpose,     ^.nd  lilr.    Spaulding  said,   —  Of  what  value    is   it?     Frequent- 
ly •-•.•hen  I  urge   legislative  bodies  of  one  kind  or  anotiior  to  vote  money  for 
schools,    they  have  said  to  mc,    in  a  section   of  the   country    rhoie  '.'o  did  not 
have  much  money  or  accum.iilated  ••ealtji,   —  Education  is  good,  and   I  believe 
in  it   as   long  as  ve  have  ability  to  pay  for   it,  but  vre  must  earn  -.-ealth 
first.       The  program  toni.^.t  is  devoted  tonirht   to     the  idea  of  education 
in  relation  to  the   production   of  material  v;ealth,  and  the  national  safety 
and  strength.        If   it  can  be  proven  that  education  docs  produce  '•■ealth,  that 
it's  an  investment  for  the  sake   of  getting  back  much  more   than  is   invested, 
and   if  it  can  be  pro'/eia  that  the  strength  of  the  nation  and  the  national 
safety    depend  on  it,    thon  our  point  is  v^ell  taken,     "./o  appropriate  much 
money  for    the  army  and  the  navy,  but   if  armies  and  navies    -dthout  general 
educatinn  are  valueless,   then  vm  may  approppiate    for   the  safety  and  strength 
Of  the  nation,  also  for  good  citizenship.       And   toraorrov-  evening's  program 
is  devoted  to  that   idea.       Without  patriotism,   .vithout  good  citizenship, 
vithout  virtue,  and  hi^.  ideals,   all  that  v.-e  attempt  v;ill  go  to  pieces,   pjid 
our  government  •;ill  break  dorm,  and  Domocracy  vill  prove  to  be  a  myth  and 
untenable   thing;  and  if  v.e  are  willing  to  pay  for  Democracy,   then  ',7e  should 
be   .villing  to  pay  for  it  througi.  education,   if   it  has  a  relation.'  -j:  to  good 
citizenship.       ^nd  after  all,  all  of  these  things  are  of  value,  as   I  said 
yesterday  evening,    only  that  v.-e  may  attain  to   the  higher  life,    to  all  thr,  t 
human  life   is    for,   and  all  that  makes   it  -'orth  living;   and  a  jtrt   of   tcmorrcv 
evening's  program  -.vill  be  devoted  to  that  purpose. 

'fomorrov/  morning  I  am  going  to  ask  that  you  be  present  at    the 
theatre  promptly  at   ten  o'clock,   because   one   of   the   speakers  must  be^in 
speaking  immediately  at  ten.        I  think  the  text  for  all  that  v/e  have   to  say 
here,    in  these   three  progr;uns,  might  v;ell  be   this,   —  "Seek  Ye   First   the 
Kingdom  of  God  and  His  Kighteousness,    and  all  these  other  things  shall  bo 
added  to   it."  And  the  Kingdom  of  God   for  the  present,   and   I  think  for 

the  present  man  v/ho  has  uttered  there  i3  the  kingdom  of  intelligence,    of 
knov/ledge,    of  skill,    of  stronr     purpose  and  rpod  \7ill»  And  alltMUgB  xialt 
on  educ^^.tion.        This    is  the   centrnl  thing,  -hich,    if -."o  shall  buy  rjid  buy 
■vorthily  and  liberally  -.vc-   shrJl  b7,    th;;   pur ch;  sing  of  it  attain  everything, 
else  th-^t  vre  rrould  ^et  only  indirectly. 


z, 

Vflien   the  progrcon  vras  made,   it  -a'as  thought  very  fitting  that   tho 
Secretary  of  Agriculture  ahoald  preside  at  this  particulra-  seseicai,   -nd 
he  promised  to  do  so.       Unfor^tmctely  ^«  1»  detAiiod  in  c  hoepitcl  lonjer 
than  hd  expected.     He  hoped  to  Td©- a^ray  isi  time  to  proside   this  evening-. 
Senator     Raaadftll'has  very  kindly  consonted  to  preaide,    tUiing  the  place  of 
Secretary  Meredith. 

Anotl'sr  chance  must  be  mode  in  the  pro^r  .in.     Assistant  Secretcjy 
Roosevelt  who  wus    to  speak  on     tho  relaticm  of  education  to  the  Navy  cannot 
be  present  this  evening;,  but  .he  v/ill  cpenk  tomorrow  promptly  ct  ten  o'clock 
at  the  theatre, 

Vx.  !ro«B€V«  v.-ho  v?aB  on  tomorro'.v's  progranano,  v/iH  apeak  this    even- 
ing. 

One  other  .addition  i  a  irxide  to  this  progTamine,   that  6f  Dr.   IJann,  who 
will  speak  briefly  in  Kalation  to  Education    and  the  development  of   the  Arts. 

I  take  grccit  pleasure  in  presenting  to  you  at  this  time  Senator 
Ransdell  of  Louisiana,  -vrho  v.-ill  preside. 

OPENING  RTMARKS  BY  THE  PRESIDING  OFFICER,    SBBATOfl  JOSEPH  E.RANSDELL, 
UNIi'H)  SiL.'iSS  SLNaTOR  Kta!   WUib^IirA. 

CommlESiouer  Claxtou,   ladies  ;uid  goiitlemen,   it  ^ives  roe  very  great 
pleasure  to  >z.vc  been  solectdd  for  the  very  important  post  of  preeidi:;?  at 
this  Sdu cat ional  Confer enc 9  this  cver.ing.        I  am  sorry  I  did  not  have  more 
time  to  prepare,  because  the  subject  assigned  ns   of  tryir.g  to  fill  the  place 
of  the  tiecrot-ry  of  ..griculture  is  a  difficult  and  iraportc^nt  one,  a:id  I  would 
have  bosc  g,l  d  to  devoto  s<Me  thoxight  to  the  few  r/ords  -.Thich  I  shall  address 
to  you, 

Beinj  asked  to  take  t:  e  pl.ce  of  the  Socrotcry  of  iwgr iculture ,  aai 
seeing  on  the  program  that  the  first   spe":ikcr   is   the  President  of  one    of  the 
greatest  Acri cultural  Colloses  in  America,    I  assume.. tliat  you  expect  me  to   say 
a  little  at   least  about  Icri  cult ur-1  Sduc-tion.  I   .'ish  to  qualify  myself 

for  that  position  by  stating  thrit  quite  early  in  life   I  became  a  sCihool  teach- 
er.    It  was  about   th3  first  v,or&  that  I  ever  did.     Sly  next  roite.   In  iraitatioa 
or  emulation  of  the   Father  of  Our  Country,  was  that  of  land  survey    vray  dotm 
in  Louisiana,     I  practiced  thatfor  a  T^hile,  made  a  little  money  out  of  it,-?- 
nothing  like  us  much  as  Goorgo  Washington  did*       I  then  became  a  la-.vyer,  and 
practiead  las:.'  for  sixteen  years,  until     on  my  olaction  to  tho  Bouse  of  Re- 
presentatives in  the  f?.ll  of  1899  I  gave  up  my  profession  of  law,  and  since 
then  I  have  been  trying  to  mrjcc   la'.vs.     Before  I  entered  Congross,  hovrevor,   I 
became  the   crncr  Of  a  plantr.tion,  a  cotton  plantation  in  Louisiana,  and  for 
nearly  thirty  years  I  have  beou  trying  to  practice  agriculture,     v;hen3ver   I 
get  a  chance  to  run  array  fran  \Jashincjton  for  a  fe-.r  days   I  go  d»Tm  on  my  Louis- 
iaJia  plantr.tion  and  study  agriculture  and  nature,       I  amuse  myself  here  in 
Washington  by  writing  very  frequent  letters  to  my  plantation  manager,  trying 
to  discuss  every  imaginable  thing  connected    .-ith  ao'riciilturQ;  and   I  can  say, 
honestly,   Ir.dies  and  jontlonran,  and  you  sec   I  am  qualified  by  h.aving  been  a 
teaoher,  a  survoyor,  a  lawyer,  a  law-maker,   and  an  agriculturist,  that  in  my 
humble  opinion  the   science  of  .-r.griculture    is   the  most  difficult   of  any  of 
•..hich  I  have  any  kno  lodge.     It  is  tho  inexact  of  all  the   sciences.      It  requires 
the  broader  education,  a  more  liberal  oduation  to  attain  real  success  than  any 
of  the  so-c  ll'2d  Is  amod  professiais, 

1T0-;  I  doubt  if  many  of  you  v.-ill  a^ree  .ii*h  mo,  but  did  you  ever  think 
that  a  man  -.ho  is  a   ffoat  doctor  or  surgeon,  a  great   anatomist   in  th;  old  v.-orl4, 
let  us  say,  or  in  the  btate  of  Korth  •'^akot-.,   up  next  to  tho  Canadian  Lino,   ie 
also  a  ^rcat   surgeOn  and  doctor  and  anatomist  dov.-n  on  tho  Sulf  of  Mexico,   Tho 
science  of  the  human    body  is  substantially  thr;  s-jjno   in   every  part  of  the  -world. 
But   I  take   it  you    dll  not  contradict  rao    -hon  I  say  that  a  man  rai^t  be  a  very 
successful  practiC'-.l  agriculturist  in  I'orth  Dakota  and  make  a  vary  great  fail- 
ure,   if  ho  tried  it  dov-*n  in  Louisiana  ■•here  I  live, 

I  kno..   a  little  something  about  raising  cotton,  and  just  a  little 
about  raising  corn.       Cotton  is  much  easier  to  r^-isc  than  corn,   and   I  have 
been  trying  to  study  it  for  thirtv  yc'xs,  but   I    -ould  not  undertake   to  prac- 
tice anjf  kind  of  agriculture   in  tho  northern  part  of  tho  United  States  or  the 


I 


3. 

northivestorn  part,  or   the  northeastern  part,  and  if  I  should  go  to  Europe  I 
.70uld  immediately  deteradne  that  conditions   of  soil,    of  planting,  heat,   cold, 
rdinfall,   or  the   lack  thereof,    the  moisture  and  tha  aridity,  —  a  thousand  and 
one  things  would  b©  s  o  different  in    Uiese  sections   that   it  \70uld  be  no  use  fo: 
me,  vdthout  re-studying,   learning  again  the  busin©3c,    —   it  v'ould  be  no  use 
for  me  to  try   it. 

now  that's  one  illustration.        I  -jill  not  gi-ro  you  others,  but  I  can  re- 
peat the  Agriculture  is   the  most  difficult,   the  most    inexact,   the  most  can- 
plicated  aJ  al).  the  sciences,  and  therefore  requires   the  highest  education. 
There  is  no  reason,  my  frierds,   -.vhy  country  people  should  not  be  as  well  edu- 
cated as  city  people.     As  a  matter  of  fact   I  believe  they  are  better  educated. 
They  may  not  study  books  qiMte  as  much,  but  they  stud  7  nature  and  nature  has 
done  more.     Thoy  see   tho  sun  rise  every  morning,   they    see   it  set  every  even- 
ing, tiany  city  people  rarely  eve:.-  sea  the  sun  rise,  and  a  great  many  of  them 
never  see  it  set.       The  country  people  are  close  to  nature,  and  I  dare  say  if 
you  ver3  today  to  stuiy  a  list  of  the  men  and  •.•vorcen  of  this  country  or  of  any 
other  country  v,-ho  are  really  doing  things,  -Tho  amount  to  something,  you  will 
find  that  a  very  good  percentage   of  them,  —  I  am  satisfied  more  then  50?^  of 
theo  —  began  life  in  the  country,  ^rere  born  and  reared   in  the  coimtry,   or  at 
least  born  there,  and  spent  a  good  portion  of  their  live.'?   in  the  country.    It's 
a  great  thing  to  educate   our   agricultural  people   thoroughly,  and  I  hope   that 
every  provision  is  going  to  be  made  for  their  education  ti^roughout  the  land. 

Ladies  and  gentlemen,  —  and   I  •..•on't  say,   "fello-.v-oducators,"  ^^  be- 
cause  I  gave   it  up  some  years  ago,  —  educators   of  America,    no  class  of  people 
in  this  great  Republic  havo  more   im.portant  duties,   or  more  sorious  responsibi- 
lities than  those   that  devolve  upon  you,   unless  it  be  the  mothers  of  the  land. 
1  believe  that  the   first  and  most  important   ^essonsin  life  con'e   from  our 
mothers,  -^  God  bless   them.         They  never  teach  us  anything  bur-  -what   is  good 
and  noble  and  true,  and  true   if  they  be  the  proper  kind  of  moth3rs,  and  most 
of  them  are   the  proper  kind.       And  next   to  the  mother  the  teachtt  is  the   one 
to   receive  the  plant,    to  aid  the  young  budding  boys  and  girls  ;gincl  his  or  her 
duty  is  to  train   them  in  the    ray  that   they  should  go.  Are  you  doing  that,   my 
teacher  friends?     Are  you  really  training  these  boys  and  girls  suVmitted  to 
your  care   in  the     ay  they  should  go?     Are  you  iiaking  them  better  mon  and  bet- 
ter \70mon,   because   of  your  training?     I  hope  so.      There's  great  roaxi  for  it 
in  our  Itepublic. 

I  recall  my  college  days  forty  years  ago,  and  the   .wonderful  strides 
our  Republic  has  made   since  then.      I  recall  that   forty  years  ago  vre  h;\d  fifty 
million  people  in  this  Kepublic.     Today  there  are  110,000,000,       Forty   years 
ago  the  estimated  -.vealth  of  this,   the  richest  and  most  porrerful  country  on 
earth,    .ras  forty  four  billion.       Today   it  is   t'vo  hundred  forty  billion.     The 
growth  in  population  has  been  120^;   tho   gro'-th  in  national  T?ealth  has  been 
550^.  I  recall  that   in  those  forty  years  there  has  been  the  most  marvelous 

material  advance  during  any  fort'  year  period   in   the  history  of  mankind.    I 
rill  not  repeat   it  all  to  you,   but  just   remind  you  of  a  few  things.     The  great 
advances  in  electrical,   science,   the     X-Ray,   the   telephone,   -^Tireless   telegraphy 
the  flying  machine,   the  submarine,   the  horseless  carriage  that  mother  Shipton 
told  us  of  in  the  nursery  rhymes,    "carriages  v.lthout  horses  shall  go  and  fill 
the  -.Torld  v/i  th  -.voel   "       Th'^y  certainly  go  without     horses,   and  I  expect  a 
good  many  of  the  joy-riders  of  today  cause  a  good  deal  of  woo.      I  hope  not. 
But   there  has  been  marvelous  advancements,  and  improvements  of  every  kind  and 
sort.       xhe  air  is  completely  conquered.     Dear  Old  "ashington,    Father  of  His 
•"■Country  told  us  we  must  berrare  of  foreign  alliances,   but  the  submarine  and 
tho   flying  machine  have  placed  Europe   just  across   the  street- from  us,   so  to 
speak,       Whether  we  can  avoid  them  or  not  -I  cannot  say.     In  ail  material 
things  the  world  has  gone   forward,   literally  by  1-^aps  and  bounds,  --  material 
things,  bear  \7ith  me,   friends.      H0-.7  about  the  spiritixal?     V/hat  have  we  dons 
Tlth   the   finer  arts,   of  literature,  poetry,   painting,   sculpture?     The  pure, 
dreamy  idealistic   things  of  the  intellect?     What  ha^/e  v/e  don§  to  make  our- 
selves better  men  and  ■-•crnen?    Do  v:e  love  God  better  than  rra.did  forty  years 
ago?     Do  v:e  attend   churches  better?     Do  re  observance  the  family  tie  bettef? 
Is  marriage  as  sacred  as   it    ras  then?    Do  '.ve  lovo  father  and  mother  as-vre  did 
then?     Oh,  my  friends,    I  fear  not.      I  fear  that   in  our  mad  rush  for  this  -rrealt: 
hich  has  grcvn  55C^,   v.-hile   our  population  was     grovring  120^,  we  have  forgotteii 
many  of  the   spiritual  things.     We  have  become  very  worldly  frcan  luxury,  very 


^? 


4. 


seifisht    I  fe:::r,    friends,    that  v,-e  are  getting   rapidly  to  tliit  position  of 
ancient  iiome,    .hich   i^receded  its  fall,  •  hen  luxury  and  di'-'crce  "•■as  rampant  in 
the   land,     .hen  there  -ere  #ery  fe' •  children  in  the  lioman   families,  and  the 
arr.ios  of  the  Empire  hcid  to     be  fiUed-ith  barbarians.        2h3rR  ie  a  bad  spirit. 
abroad,   in  ovir    l.::nd   in  irc-ny  respects.      L^ocialism  is    taught   ir   many  of  our  cen- 
ters of  leirning,        I.'';. "7. ism  and  Bolshevipn  heve  many  adherents   in  iimerica. 
^Giious  problems  confront  our  people.        You  may  say,   "Oh,   Ce.iator,  you  aro  a 
pessimist  J"     3ut  a  vary  fev;  years  ago  things  loolced  very  lovcl-'  in  the  old 
vorld,  end  one  fine  morning  all  the  po-.Trs  of  darlaiess  brdte    forth,  and  the 
orld  v.\is  ongulfod  in   the  most   tertf fie  -.7ar  that  ever  afflicted  it.  Millions 
of  people  vrere  destroyed,   millions  of  frBvr,  are   starving  to  de-'ath'   today.     If 
rve  can  believe  the   sti.torent  of  '.ir.  Da-rieon,  head  of  the  grea".  Red  Cross 
Association.       Tiussia  -rent  ent-irely  to  pioces  controlled  and  c.estroyed  in  a 
way  by  the  Bolshevists.        I  hope  nothing  of  the   kind,   is  going  to  ha^en  in 
oui'  bc-lovei:*  i^raerica,    and  I  do  not  believe   it  if    re  can  just   reiiain  sane,    if 
■ve  cc.n  pay  a  little  more  attantion  to  the   true  and  beautiful  aivd  the  good 
things  of  life,     .--nd  oh,    teachers    of  J.mericci,    let  me  beg  of  yov.  in  your  iC-.-.y-.l 
schools  and  your  colleges  ard  your  elemental  institutions,   and  vour  colleges 
of  high-ir  learr.ing,    let  mo  ^eg  of  you  never  fcrget  to  inculcate  good  morals 
among  your  pupils;   toach  them  to  love  home;    teach    them  the  beauties  of  family 
life;   m?.lie  thsm  to  ".aio  •  that   they  must  love   their  neighbor  as  themselves  aid 
their  Cod  as   the   friend  of  thomiSelves  -y.d  of  their  .neighbor?   ^ea.oh  them  patri- 
otism; do  not  ur^der   any  circu!istan.oos  permit  anytiing  bordering  on  di  sloy-tlty 
to  statu  or   diElo7-.lty  to  the  union.  You  have  ,i  -.ronderful  oppctunity.      I 

hope  i-nd  believ3  you    111  exercise   it.      (Prolonge'i  ap|)lause). 

COtilluJICI'  GL-ICl^O:,:      'x>ju   first  address  on  t  le  program  tliis  <:vening  is    : 
'fSducation     and  -agricultural  Production-"       Hie  gontleman  •.•ho  is  to  deliver 
this  address    is  President   of  the    Io'vb  ^t.-te  College  of  ..agriculture,  and  T'ech- 
anic  .j-rts.         He  hardly  needs  an  i.-troduction  at  my  haiids.      I  -vish   to  say  of 
this   gentleman  that  one  of  hir  prea'^cessorD,  Dr.   5.    ii.  Knapp,  ■aent-.tb  my 
state  maiiy  years  ago  and  bcca.e   a  great  pioneer   in   agriculture  education.    One 
of  his  first  "orlcs  •■.as  to   establish  the  rice  indust:-y.     Later  he  became  a 
very  groat  developer  of  tho  Boys  Corn  Club  and   thj  Canning:  Clubc;  aj'nong  the 
girls  and  the  Fig  Club  among  the  boys  and  girls.        H3  '-as  one     -cnderfvil  pro- 
duct of  lo  a  to  go  ..vouth  and  benefit  the  Louthland.        His  siccessor,   or  one 
of  his  sucncssors   in    that   office,    is  to  talk  to  us  this  evening.       V/hon  the 
•..■ar  br&e   out  thit  gentleman  came   to  "<<ashington  and  loaned  his   splendid  abi- 
lities to  the  Iv.:,public.      Ho  did    great  and  inost  val'oabl';     -oric.      .It  gives  mo 
great  pleacure  to  vjrcsont  to  you  Dr.  ria>mond  Pearson,  ITesident  of  the     Colleg- 
of  agriculture  of  lo-ra  at  ^imos,  —  Pr.   Pe^-rson.      (i-ppia-iise) 

Ei:.  PLuwOr.:     Mr.  Chaiman,  Commission  Ciaxton,   laiies  and  gentlemen: 
I  appreciate  that   it   is  a  great    honor  and  a  great   opportm'.ity  to  stand  be- 
fore you  for  a  fs-.'  minutes  thie    evenin'^,   ?nd  I   thanlc  Coirc-ji^sioner  Ciaxton  fbr 
the  privilege,       Jlay  I  add  a  "ord   of  regret  to  -.'hat  you  already  have  heard 
because  of  the  absence   of  the   Liecretarv   of  ^..grictilture  fron    our  meeting  to- 
night?    It  hap;,ens  that   I  live   in  the   same  Ctata   -ith  Lecret^'ry  Jlerndith.    2 
h£.ve  laio  -n  him  for  a   long  time,   and   I  tao  ■  ■oil  of  his   very  d«"5ep  interest   in 
just   the    Eubjoct  to  -..-hich -e  ai      giving  our  attention  at   this    time.      He  • -ill 
rogret  as  inuch  ae  any  of  tlxit  he  caimot  be  hero,  not  to  displat«c   the  very 
able  chairiian  of  the  meeting,   but   co  preside   in  the  discussions,  and  •.•ithout 
doubt     he  •..•ould  con  tribute  somethinf;     ell     -crth  our  hearing. 

The   subject  assigned  to  me   is  ^wduc-tion  and  Agricultural  Production. 
.ICno  .•Ing  to.-.iething  of  tYe   thought  of   the  Gom.iission  of  Lducation  iil  making  up 
tho  program  for  this  series  of  meetings,   I  shall  omit  -hat  r.ight  he  caljo-d 
the  human  side  of  the  question,  and  adhore  as  clo.T3ly£  s   I  can  to  the  material 
side,   —    'She  relation  betr-een  education  and  not   "agricultural  lifa«"  but 
agaicultural  production. 


II 


'  EDUCATIQH  MD  AORICUI/rUlUl,  PSODaCTlON 

Dr.  Eayiaond  A.  Pearson, 
President,    lovja  State  College  of  Agriculture  and  Mechanic  Arts,  Ames,    Iowa. 


Ue  have  made  a  good  beginning  in  agrioiltural  education,  and  the  in- 
timate relation  between  such  education  and  agricultural  production  is  well 
Imovoi  to  all  those  vdio  are  familiar  with  thie  work.     There  are  in  the  IMited 
States  sixty-nine  land  grant  institutions  and  in  sixty- seven  of  thea  agri- 
cultTire  is  taught.     There  is  at  least  one  such  Institution  in  each  state. 
There  are  fifty-seven  agricultural  experiment  stations,  and  in  most  states 
these  are  operated  as  a  part  of  the  agricultural  college.     The  colleges  were 
founded  under  the  Morrill  Act,  passed  by  CongrsBs  in  1862.     Ihe  experiment 
stations  are  established  under  the  Hatch  Act  of  1867  and  succeeding  legis- 
lation.    The  value  of  the  equipment  used  in  the  different  states  for  agri- 
ctiltural  education  and  research  work  varies  from  a  very  small  amcunt  to 
about  three  million  dollars,  practicably  all  of  it  having  been  provided  "by 
state  appropriations. 

Agriculture  also  is  taught  in  a  very  few  other  institutions  of  higher 
learning,   and  investigations  relating  to  agriculture  work  are  carried  on 
in  a  limited  number  of  institutions  in  addition  to  the  regularly  establish- 
ed agricultural  stations. 

In  the  land  grant  institutions,  agriculture  is  conducted  along  four 
different  lines;  research,   collegiate  and  post  graduate  instruction,   sub- 
collegiate  instruction,  and  extension  work.     Researches  are  conducted  prin- 
cipally by  trained    iwientists,  and  most  of  the  investigations  are  conduct- 
ed for  the  purpose  of  solving  special  probloas  of  immediate  importance  to 
farmers. 

Collegiate  and  post-graduate  instructions  is  adapted  especially  for 
those  wfco  will  engage  in  fanning  operations  and  for  those  who  will  becaae 
teachers  and  investigators. 

Sub-collegiate  instruction  is  adapted  especially  to  persons  who,    for 
one  reason  or  another,   can  not  take  collegiate  work,  and  generally  the  sub- 
collegiate  instruction  is  given  in  the  form  of  short  co\irses  lasting  from 
one  to  twelve  weeks.     In  some  cases  it  continues  throughout  the  college  year. 

In  both  collegiate  and  non -collegiate  work  m\ich  enphagis  is  now  being 
given  to  the  preparation  of  teachers  of  vocational  agriculture  as  provided 
for  by  the  Suith-Hughes  law. 

Extension  work,  Tudiich  is  conducted  throughout  the  entire  state  and 
especially  in  cooperation  with  the  Federal  Department  of  Agriculture  under 
terms  of  the  aaith  Lever  Law,  provides  a  few  days  of  instruction  per  year 
to  farmers  and  their  families  in  their  own  neighborhood  and  bearing  di- 
rectly on  the  local  problems. 

The  number  of  agricultxiral  teachers  and  investigators  engaged  in  one 
state  varies  from  perhaps  15  to  20  to  about  two  hundred  fifty.     The  nvaaber 
of  students  in  agricultural  courses  in  different  states  varies  fran  perhaps 
a  score  or  two  to  about  fifteen  hundred.     This  does  not  include  students 
in  home  econoLiics.     In  recent  years  the  student  enrollment  in  agricultural 
courses  has  greatly  increased.     Since  the  war  the  increase  has  been  checked 
and  in  some  states  there  has  been  a  decrease  on  account  of  the  exceptional 
industrial  activities  and  attractions. 

In  the  early  years  of  agricultural  colleges,   very  many  students  did 
not  return  to  the  fams  after  receiving  their  education.     In  these  days, 
they  do  return.       It  is  doubtful  if  a  larger  percentage  of  men  trained  for 
any  line  of  work  enter  upon  that  work  after  leaving  college  than  is  the 
case  with  agricultural  students. 


i>r.   xiayiflt-iia  a.    rear  sen. 


6. 


In  such  an  industry  as  agriculture,   vihere  men  work  widely  apart  and 
eacii  must  plan  and  conduct  his  own  affairs,    it  becomes  necessary  to  provide 
more  thorcugli  education  in  the  interest  of  securing  good  technical  results, 
than  is  the  case  with  the  more  concentrated  or  centralized  industries,    such 
as  manufacturing.     In  this'    latter  one  man  does  the  thinking  for  many  and 
his  plans  are  well  carried  out  through  the  aid  cf  superintendents  and  fore- 
men,  "by  workers  who  are  trained  to  do  perhaps  only  one  thing  and  v/ho  need 
spend  no  time  in  making  plans  or  in  overcoming  difficulties4     With  this 
thought  in  mind,    then  it  is  seen  that  an  enrollment  of  perhaps  one  thousand 
students  in  agricultural  courses  in  a  state,  meaning  ahout  one  hundred 
graduates  per  year,    is  very  small  as  compared  with  the  number  of  men  en- 
gaging anew  in  farm  work  each  year,   usually   between  five  and  ten  thousand. 
If  each  farm  in  the  nation  is  operated  by  one  man  for  an  average  of  twenty- 
five  years,    then  for  the   six  million  farms  there  will  be  required  an  average 
of  two  hundred  forty  thousand  new  farm  managers  or  operators  annually. 

Appropriaticns  for  asricultural  education,   including  research,   also 
vary  between  wide  limits  in  different  states,    the  figures  showing  but  a 
few  thousand  dolleurs  in  some   states  and  ranging  in  other  states  up  to  one 
million  dollars  per  year.     From  the  United  States  the  institutions  re- 
ceive about  three  and  one-half  million  dollars  per  year  as  income  from  the 
Morrill  Fund;   about  one  and  one-half  million  dollars  per  year  frcm  the 
Adams  and  Hatch  Acts  for  agricultural  experimental  work,   and  over  two 
million  dollsurs  per^ear  under  the  Snith-Lever  Act,    for  extension  work, 
besides  a  small  but  increasing  amount  under  the  Srcdth-Hughes  Act  for  the 
preparation  of  vocational  teachers. 

Under  this  topic  there   should   be  mentioned,    also,   one  of  the  most 
productive  agricultural  educational  agencies  supported  by  public  funds, - 
the  United  States  Department   cf  Agriculture,   having  appropriations  of 
abcut  thirty  millions  cf  dollars  annually. 

There  is  a  widespread  misconception  cf  appropriations  for  agricultural 
purposes.     The  most  serious  mistake  is  in  assuming  that  all  funds  appropriated 
in  the  name  of  agriculture  are  so  used.     Vflien  the  money  appropriated  to  the 
Federal  Department  of  Agriculture  and  used  for  Weather  Service  for  the  ben- 
efit of  shipping  and  for  meat  inspection  and  food  inspection  to  protect 
consumers  from  frauds  that  would  occur  after  the  food  articles  have  left 
the  farm,   is  subtracted  from  the  total  appropriation  only  a  moderate  amount 
remains  for  bona  fide  agricultural  use.     In  the  same  meomer,    appropriations 
for  agricultural  educationgil  institutions  are  frequently  charged  to  agri- 
culture when  in  large  part  the  money  is  used  for  general  educational     pur- 
poses in  the  interest  of  public  intelligence  and  good  citizenship  such  as 
by  teaching  English  or  civics. 

Another  serious  mistake  is  in  the   belief  of  too  many  people  that  vast 
amounts  of  public  money  are  locked  up  in  the  physical  e<jiipment  of  agri- 
cultural institutions.     These  institutions  were  founded  core  than  fifty 
years  ago.     Few  if  any  of  them  can  point  to  equipment  that  has  cost  as 
much  as  one  dollar  per  person  now  residing  in  the   state.     Even  at  this 
amo\mt,    the  annxial  charge  for  equipment  investment  would  be  only  about  four 
cents  per  person  per  year. 

In  very  recent  years,   and  especially  since  we  have  had  the   stimulus  of 
the  Saith-Hughes  movement  through  the  Federal  Board,   agricultural  instruction 
has  been  introduced  in  a  limited  number  of  high  schools,    consolidated 
schools,   and  in  some  cases  in  the  lower  grades.     This  movement  now  is  mak- 
ing rapid  progress.     In  one   state  consclidated  schools  axe  being  completed 
at   the  rate  of  almost  one  per  day.     These   schools  a.'e  rendering  highly 
valuable  service  where  they  are  well  organized  and  conducted  with  the  right 
attitude  toward  the  irxLustry  they  are  supposed  to   serve. 


t 

i 


i"  ite 


t 


l! 


*i 


—^  *-**.'*•*-•     *-»• 


Three  Great  difficulties  cr  dangers  new  confront  agricultttral  edu- 
cation.    First,    the  daaEer  tiiat  ccr»es  fro»  the  use  of  untrained  and 
unsyiapafchetic   teachers,    especially  in  the  public  schccls.     Teachers  hav- 
ing the  right  kind  of  preparation  are  being  secured  by  many  schoolsand 
can  be  secured  in  a  short  tiias  by  any  schocl,  and  a  great  wrong  is  done 
not  only  to   the  pupils  but  to  a,3riculture  when  other  teachers  are   se- 
cured.    The   second  danger  is  in  the  grovvins  neglect  of  agricultural  re- 
search.    Instruction  in  eigriailture  never   succeeded  tintil  research  got 
under  way  and  naterial  was  provided  for  the  teachers  to  use.     7fe  have  becorae 
so  enthusiastic  en  account  cf  the  results  of  teaching  that  we  sea^a  to  be 
forgetting  to  aaintain  the  research  work,      Scqs  of  the  very  best   scientists 
are  leaving  experiiiiGntal  work,      Ii::pcrtant  projects  have  had  to  be  abandoned. 

The  uost  serious  difficulty  now  ig  the  less  of  laany  neubers  of  agri- 
cultural  staffs  because  cf  better  salary  inducanents  elsewhere,    especially 
in  fana  and  conoerciisl  work.     It  seerus  that  during  the  war  it  was  learned  til 
that  professors  are  not  a  class  cf  long-haired,    sleepy,   iDpraxjticable  people- 
Their  ability  and  alertness  now  want  tc  get  zaany  of  these  men  at  their 
conmercial  values.     They  are  leaving  the  colleges  constantly  at  salaries 
fifty  to  one  hundred  per  cent  above  what  they  have  been  receiving.     Of  course 
they  can  not  be  replaced  by  others  of  equal  ability.     Of  course,   also,    the 
institutions  can  not  at  will   increase  their  fund?:.     Therefore,    they  are 
confronted  by  this  dilecaaa.     The  standards  of  the  institutions  must  be  low- 
ered  because  of  less  experienced  or  less  competent   staff  members  replacing 
the  better  ones,    or  the  work  of  fiis   institutions  mist  be  limited  So  that 
attractive  salaries  may  be  paid  to  a  smaller  staff. 

The  lowering  of  standards  would  have  its  effect  on  work  nov/  in  hand, 
but  far  vforse  it  would  be  a  most  emphatic  warning  to  the  brightest   students 
of  today  to  prepare  themselves  for  other  irork  than  teaching  or  investiga- 
tion,  and  thus  the  future  would  "b©  affected  no  one  knows  how  much.     Already 
seme  institutions  are  limiting  their  work.  .  Steps  are  being  .taken  to  elim- 
inate certain  lines  so  that  with  a  fixed  income.. more  money  can  be  placed 
in  other  lines  of  work. 

The  great  question  in  the  minds  cf  leaders  in  the  field  of  agricultural 
education  is  this,-  Dees  the  public  wish  to  aiEiintain  the  work  en  a  strong 
basis  and  in  sufficient  measure  to  meet  the  demands  upon  the  institutions? 
They  ask  merely  that  the  public  shall  be  informed,    first,    as  tc  the  imj)or- 
tance  of  agriculture,   and  second,   as  tc   the  depc-nd-jnco  cf  agricaltnre 
upon  education.     And  they  would  expect  to  bo  content  with  .the  result. 

As  tc  the  first,    the  public  needs  to   be  reniAded  that  agricultui-e 
furnishes  all  of  our  food.     Some  people  seem  tc  think  that  food  will  come 
as  surely  as  the  rising  sun.     These  persona  have  too  prominently  In  their 
minds  the  conditions  of  a  few  years  age,   which  tiever  csn  return,  when  much 
more  food  wag  produced  in'  our  country  than  we  could  consume  and  when  our 
farms  were  flooding  cur  markets  with  food  and  flooding  the  markets  of  other 
countries  as  well. 

The  public  should  be  reminded  that  cur   clothes  also  are  agricultural 
products;   and  incidentally  it  ought  to   be  kncwi  that  agriculture  produces 
about  two- thirds  of  the  raw  materials  used  in  all  cur  industries  -  not 
including  forest  products;  and  agriculture  provides     about  half  cf  the 
buyers  in  the  country,     in  other  words,   it  needs  tc  be  brctight  heme  more 
forcibly  tc  the  public  that  agriculture  underlies  c\ir  prosperity--     It  is  the 
mother  of  industry. 

Besides  the  focd  and  clothing  and  business  created  by  agriculture, 
cities  depend  upon  the  country  for  their  new  blocd.     In  the  last  decade  of 
record  there  was  a  large  gain  in  urban  pcpul£.ticn,-  about  twelve  million 
persons.     Thirty  per  cent  of  this  was  due-  to  migration  from  rural  to  ur- 
ban districts.     About  forty  percent  was  due  to,  immigration,  and  one  need  not 
make  "ccmpari son  between  the  quality  cf  citizenship  provided  in  recent  years 
from  these  two   sources,  '  ,.        • 


8. 


The  dependence  cf  agriculture  upon  education  has  teen  illustrated 
Qany  tiaes  during  our   short  history.     At  cne  tiuie  or  another,    almost  every 
important  crop  and  almost  every  iijportant  kind  of  animal  has  teen  in  danger 
of  complete  annihilation,    due  to   some  disease  or  insect  pest.     The  Govern- 
ment has  acted  effectively  against  these  agricultural  calamities,   "but  the 
work  of  the  Government  and  the  succeeding  work  of  states  and  individuals  has 
been  along  lines  established  by  science  and  made  clear  through  education. 
The  losses  created  ly  the  cotton  boll  weevil   before  fairly  successful  con- 
trol measures  were  effected  wcvild  make  all  the  appropriations  for  agricultural 
education  since  its  beginning  in  this  country  appear  to  be  insignificant. 
The  same  might  be  said  of  hog  cholera,   or  of  the  hessian  fly.     Today  we 
almost  hold  our  breath  as  we  v,rait  for  the   scientists  to  complete  with  work 
and  tell  us  what  to  do  to  check  the  v/heat  diseases  "take  all"  and  "flag 
aPTiut",    and  the  corn  borer  and  the  alfalfa  weevil.     All  of  these  have  found 
places  to  establish  themselves  within  the  United  states  and  each  cne  threat- 
ens dire  disaster  if  it  gets  under  way  in  sections  where  the  greatest  damage 
might  be  dcncx. 

The  problem  cf  conducting  agriculture  in  a  business-like  way  new  is 
troubling  very  lisny  farmers.     They  ask  for  education,  without  which  they 
feel  they  are  incapable  cf  overcoming  the  enormous  difficulties  and  hand- 
icaps cf  the  day,    including  changing  demands  of  the  markets,    scarcity  of    . 
labor,   and  constant  changes  in  methods  cf  production.     Farmers  are  distrubed 
abcut  the  flights  cf  prices.     They  are  blamed  for  what  they  can  not  control. 
They  do  not  understand  that  the  production -of  sugar  is  sc  low  as  to  justify 
the  recent  advances  in  price,   nor  do  they  understand  that  the  production  of 
meat  ia  so  large  as  to  justify  the  recent  fall  cf  prices,    especially  when  it 
seems  that  all  other  prices  are  advancing.     But  they  do  knew  that   something 
is  v/rong  in  the  field  of  agricultural  economics  and  they  most  earnestly 
desire   to  have  the  facts  sc   that  they  may  better  plan  their  work  for  the 
future*.' 

Education  relates  directly  to  the  constant  lesser  losses  occurring  on 
farms.     It  is  a  common  ejcperience  for  a  crcp  to  suffer  to   the  extent  cf  ten 
tc  twenty-five  per  cent  on  accovint  cf  a  pest  vmich  could  be  controlled  if  the 
farmer  could  but  know  the  life  history  cf  the  pest  -and  the  right  remedies 
to  apply  at  the  right  time.     Similarly,    losses  Dxe  occurring  because  of 
ignorance  as  to   improvement  of  varieties  of  plantd  and  animals.     All  these 
items  loom  tc  great  Lapcrtance  when  the   intelligent  farmer  reads  ifepcrts 
from  across  the   seas  indicating  that  preparations  are  being  made  tc   send 
intc  this  country  vast  cpiantities  of  agricultural  products  produced  on  virgin 
land  and  often  by  the  cheapest  labor,    to  be  sold  in  competition  with  our  own 
productions.     Unless  farmers  knew  how  to  farm  with  the  utmost  efficiency 
they  readily  see  ^ov/  they  will  be  damaged  by  such  competition .     If  the 
farmers  are  damaged,    the  whole  country  will  suffer. 

The  greatest  need  cf  education  in  connection  with  agriculture  has  to  be 
with  the  development  cf  a  ^stem  cf  permanent  agriculture^     This  means  a 
system  of  agriculture  that  dees  net  wear  cut  the  land,     Our  nation  is  not 
yet  cne  and  a  half  centuries  old.     Bit  we  can  point  tc   large  areas  where 
the  fertility  has  been  so  depleted  by  the  removal  cf  crops  that  the  land 
now  can  not  be  farmed  profitably.     In  this  connection  we   oug^ht   to  think  of 
Egypt  and  of  Palestine  and  recall  what  has  been  written  about  milk  and  honey 
in  great  districts  which  new  are  barron  wastas. 

The  value  of  natural  resources  in  this  country  is  beyond  ccmputaticn. 
From  the  first  it  seems  we  have  had  little  regard  f©r  this  wonderful  supply  of 
wealth.     Some  needed  tc  be  destroyed  tc  cake  place  for  necessary  operations. 
But  we  have  allowed  natural  gas  tc  be  wasted  at  the  rate  cf  billions  of  cubic 
feet  v^rithout  any  need  whatever  for  this  waste.     V/e  have  allowed  timber  to  be 
destroyed  needlessly.     The -farmers  of:  cur  country  have  been  consistant 


.nos 


,,.s,5oT:  .a  baoL^^^  ••i^T 


.llO^' 


Dr.   IvayiiiGnd  A.   Pearson 
9. 


v/ith  all  the  other  people  when  thay  hfave  used  farming  aethcds  that  resulted 
in  depletion  cf  fertility.     Tte  have  act  yet  leai'ned  hew  tc  establish  a 
systea  cf  pan-anent  agriculture.     Oar  nation  should  realize  the  iuportance 
of  research  and  education,  unich  ^.f  which  already  has  heen  accouipli shed, 
in  the  interest  cf  savin'^  fertility  snd  returning  fertility  to  the   sell. 
Hit  "ve  have  hardly  started  on  this  subject  and  perhaps  it   is  more  inpor- 
tant  than  any  other  to  illustrate  the  relation  between  education,   including 
inveetigaticn,    and  ajricultural  prcducticn. 

I,ir.  Chairman,   in  these   few  minutes  I  h.  vo    ■.ttcir.pted  to  dra-r  briefly  r. 
picturo  of  ;.gri  cultur::l  oduc^tion     s  no.-  conducted.        I  havo  attcnptcd  to 
point   out  some  of  tho  diffi  cultiieB,    rxiA   I  h'-vo  suggested  as  best  I  could  that 
if  the   public  can  be  brou£ht  to  re:.lizw    tho  iinport?.nc3  of  agriculture  to  our 
national  vQ If ...r 5  r:nd  the  rel:.tion  t  ct-.ren  agriculture  rind  education  and  funda- 
nental  investigation,   that     v.-e  need  have  no  fejx  but  that  the  public  v.lll  pro- 
vide tho  nccSssary  support  to  maintain  this  -ork  on  a  strong  basis,    (.ipplause ) 

GOMISPIDHBR  CLJilOl'S  I  am  going  to  remind  the  chaiiraan,   the  spsalters 

vjho  are  not   on  the  program,  ,—   that  their  time    is   limited  to  t--enty  minutes  e»- 
oept  one,  -..hose  time   is  limited  to  fifteen. 

THE  PliLuIDllTG  OPFICr.Ii,  tJEl^ATOR  ILW.'aVSLl:     I  vrish  it  •.7ere  possible   for  Dr. 
Pearson  to  reproduce   thf-t  mc-g6|f leant  rddress  he   has  just  given  us  in  at  least 
a  dozen  places   in  every  state   in  this  union.        1  am  sure   if  he  could  do  so  the 
results   ..ould  bo  -."Ondorfully  beneficial. 

Dr.  Claxton  has  told  vm  about  how  much  money  v.-o  need,    aid  he  has  dors  it 
very  eloquently.     Dr.  Pearson  tells  us  that  v.-e  do  not  pay  the   teachers  Jalf 
enough.       I  sm  sure   1  do  not  h?.ve  to  pursuade   this  audience  of   the  truth  of  that 
statement.      I  rish  it    "ere   in  my  po"er  to   see   tlat  you  got  very  much  better  sal- 
arios,  for    I  am  sure  you  are  all  under-psidj   ard  all  I  can   say  that  as  one  lav.^ 
ma3ser  I  ^rill  do  my  part,   and  as  a  taxpayer  dovm  in  Louisiana  I  shall  gladly  as- 
sist to  see  that  the  teachers  dov.n  in  that  section  are  better  paid  than  they 
are  no\^»      (J^pplause) 

The  next  address  is  to  be  given  us  by  one   of  the  great  -./ar  heroes  '..■hich 
our  country  developed  in   isYance.      This  gentleman,  -.ith  the  rank  of  Major  General, 
developed  the   famed  Shirty-secord     Division  of  the  .jnericon  Army  •  hich  he  •  hipoed 
into  shape   in  the   btate  of  Xexas,   carried  it  across  the   ocean  Into  Prance,  ard 
■ABS  its  leader  until  the  close.     For  gallant  and  most  meritorious   service  in 
the  Arjgonne-Jfei^se  Section  he  v.'s.s  given  the  ©istinguisted  Medal»For  unusual  tac- 
tical service  in  another  part  of  i?rance  he   ./as  made  Commander  of  the   Legion  of 
Honor,       .ifter  returning  to  .jr^rica  he  -..as  male  Assi  stent  to  the  General  Litaff, 
and  he   is  no\/  charged  with  the  very  important   service  of  education  in  the  army. 
It  gives  me   the  highest  pleasure  to  present   to  you  Major^General  '/illiam  G. 
ffiian,   of  the  Army,  v/ho  'ill  talk  to  you  on:   "Education  in  tteirmy,  ••     (Prolonged 
applause ) 

EDUCATION  i.ID  THE  .J^IY 
By 
Major-General  V/illiam  G.  Haan,  Director  yar  Plans  Division,   U.S.A. 

Mr.   Chairman,  Mr.   Conaiissioner  of  Education,   ladies  and  gP^tleman  and 
fello.v-teachers.      I  vdsh  to  correct  one  statement  of  the  spericer     -.'ho  preceded 
me,   and   that  is   there  are  seme  agricultural  schools  no     that  he'  did  not  ir/ention. 
V/o  have  some   in  the  army  J    (Laughter) 

The  subject  that  \:as  assigned  rae  •.•as:   "Education  c.ni  the  Army'.     Pr  on  thja 
I  assumed  that    I  mi-sht  s-:G3ic  of   (,!-«  necessityof  education   in  the  army,  and       i.h 
then  give  a  little  description  G»f  how  we  arc  trying  to  /Ivo  some  ednC^tian. J/\j, 
in  the  army.  To  an  audience  such  as  this  it   is  not  necessary  to  do  morr     ^ 


10. 

than  to  rofer  to  the  {insert  --ddreBE)    (Unable  to   secure  address  from 

the  Bureau  of  'iducs.tion,  after  repeated  requests. (J' 

THE  PEEEIDirG  OFFICEH,   OBITATOR  F.AIT5DELL:        If  you  -/ill  all  he  mtiert, 
v.o  have   tr/o  more  epsnlcers   on  the  program.       Vv'e  were  to  hnve  hoen  honored  this 
evening  by  an  address  from     a     very  distinsuishcd     of  the   House  of  Represen- 
t--tivcs.        I  was  honored  h:/  his  friendship  •.-•hen  a  rr.c.m'bor   of  the  house,   and  an 
sorr-7  indeed  that  he   is  not   going  to  talk  to  us  thia  evening.       But  those  of 
you  \7ho  attend  the  sessions    in  the  morning  v;ill  have  th£!  grent  privilege  and 
pleasure  of  hearing  Congressman  Horace  M,   To";ner,  of   lo'-a,  and   I  can  promise 
you  in  advance  a  treat   from  this  gentleman.         Ilow  he  has  almost  taken  avay 
from  me  a  chance  of  telling  you  a   little   story  about  v/hat  happened  in  the 
House  of  iiepresentativrs  a  few  years  ago,  •.vhen  he  •••/as  present.      I  am  going  to 
tell  it  anyho\/,       A  certain  ■^emocr-act  -.vas  anxiovis  to  say  something  pretty  hot 
to  tho  Republicans,  and  parliamentary  rules  prevented  him  from  speaking  in 
plain  language?   so  he   illustrated  by  a  story.  •    He  said:  ""When  a  young  fellow 
asked  his  girl  to  marry  him   she    told  him  to  go  to  father,  and   she  knev.'  that 
he  knovt"  th-it  father  was  dead,   and   she  knew  that  he  knev?  the  kind  of  life  father 
led;  and     he  kne^vv  perfectly  v,-ell  rhat   she  meant  xrlren  sl-fi  said,    'go  to   fatherJ'" 
(Laughter)       1   tiiink  I.lr.    Tovmer  heard   trat   stoiy. 

V/o  are  next   to  hai'e  an  address  on  a   thoughtful  ard.  interesting  subject 
by  a  gentleman  who  has  been  a  great  student  of  everj/thing  connected  •.-.'ith  tlB 
subject   that  he  is  going  to  great  this  evening.      I  had  first  the  pleasure  of 
meeting  hirfi  something  like  a  year  and  a  half  ago  at   a  large  meeting  in   the  in- 
terest of  the  Merch:.nt  Marino  of  this  country.     Ko  and  I  were  brother  officers 
of  that  association.       He   is  a  very  distinguished  member   of  the  American  Fed- 
eration of  Labor,   —  Vice-President  of  that  -(^.ssociation,  Eresident   of  the    In-  ., 
ternational  Phot o-Entrav«rs Union  of  America,   a  close  associate,   v:arm  personal 
friend,    ani  co- laborer  of  Jir.    Samuel   (}orapcrg,  Phis  gentleman  did  wonderfully 

valu^.blc  •.vcrk  to  this  nation  during  the  trying  times  of  the   recent  var  as  a 
member   of  the  War  Labor  Board.         I  nov;  present  him  to  you,  Mr.   Mathew  V/oll, — 
Mr.   Woll.      (Applause) 


"EDUCATIOII  AID   THE  WAGE  E.^.13ER 

3y 

L!r.  Matthew '.Voll,   8th  Vice-Pres.  American  Paderation   of  Labor;  President, 
International  Photo  Engravers'   Union,  Chicago,    Ills. 

Mr.   Chairman,   Ladies  and  Gcntlsmenj     ThP   siibjoct  of  education,   its  impor- 
tance  to  our  nation  and  to  our  national  existence,    is  parhaps  best  demonstrated 
in  the  great  crisis  through  T/hich  v;o  have  recently  passed,  because  perhaps  the 
most    impressive   revelation  out   of  that  great  •rar  demonstrated  the  value    of  edu- 
cation.      In  Fiussia  ^jid  in  Prussia  the   •.-/orld   sav/  a  great  tragedy.      In  the   one 
cotmtry,  because   of  the   lack  of  universal  tra.ining;    in  the  other  because  of  a 
misdirected  and  a  falsS  education,       And  so  in  our   cmi  country,   our  strengfh 
and  our  v.'eaknesees  vere  refloctod  in  the  excellence  or  in  the  deficiencies 
traceable  more  or  loss   to  our  educational  facilities.        I  need  but  refer  to 
the  scores  of  thousands  of  illiterate  and  the   thousands  upon  thousands  of  prac- 
tically illiterates,    the  youths  sent  across  the    seas  to  fight   for  peace  and 
intelligent  democracy;   to  demonstrate  that  our  system  of  education  has  not  yet 
reached  its  first  step  in  tie   lofty  ideal  as  a  v-hole    tte,t,  there   is  *ast  toom 
for  improveirent  in  ovr  educational  systems,       Vfe  believe  that  no.v   is   tli©  time 
to  look  into  future  opportunities^   noi7  is   the  time  for  us   to  prepare   to  moot 
the  great  opportunities  which  are  presenting  thorasoxves,  and  to  be  able  to 
bear  efficiently  and   capably  the  great  responsibilities  that  now  confront  us. 

On  the  question  of   the   ideal  of  education,  vMch  the  v,'age  earners  favor 


4 


11. 

the   records  of   orranized  labor    ^re  quite  complete.       '.Vo  believe   thr.t  tho 
noble  mjseioc  of  the    sohoil  should  be  to  toaCh  ths  development  of  niGn  and 
wcnen,   and   tneir  life,   not  alone  as   indiridup.ls,  but  as  aggregates,  to  tench 
the  eciencc  uiderlyinf:  the  oizperiracnte  upon  which  nations  ere  Conducted,   one 
r:s  betv;ocn  the   other,  as  betv/een   the  trass  of   the  people  v.^iose  ccnoral  proposi- 
tions 5re  recorded  in  the   history  and  the  industrial  development   of  ths   land, 
y:hoi;e  deductions  lead   to  h.-ppiness,   or  misery,  and  -.vhose  verific^-tion  ccrees  of- 
ten too  late.       \.e   belisvo   in    that  sort  of  education  v/hich  makes  the  vorkor  and 
has  cJuldren  feel   that   sccioty  is  doing-  all  within  his  porer  that   it   c^n  to  re- 
move  irtificial  br^rriars  and  obstacle£3,    -jid  remove  all  except  thofee  thi-'.t  are 
perhaps  in  the  nature  of   things,   and  to  give   them  a  helping  hand   in  the  path 
they  may  have   chosen.      That's   the   sort  of  education  that  r;e  favor,   the  educa- 
tion that  "/ill  "be  an  incentive  towards  the   promoting  of  Arae ilea ni  zat ion, loyal- 
ty    to  our  government  and  to  its  institutions.     After  all,    th?  perpetuity  of 
our  nation,   its  institutions,   all  depend   fiindamcn tally  irpon  the   education  that 
is  given  to  the  generations  and  gcnsxations  to  ccme,   and  if  we  are  derelict  in 
promoting  that,    or    in  giving  the   opportunities  to   our  people  for  securing  edu- 
cations to  fit  them  to   life  their   lives  as  useful  citizens,    then  v.b  have   failed 
to  respond  to  true  Americ^mism. 

How,   the   labor  raarcment   -:-3s  perhaps   the   first  articulate  agency  whidi  ex- 
pressed itself  for  universally  free  publicly  taxed  education.        In  its  beginning, 
v;ell,  v,e  mot  opposition  on  the  part   of  educator  and  more  hostility  on   the  part 
of  tho   comnercial  interests.     But  v/o  continued  the  agitation  reg:-.rdless   of  oppo- 
sition until  today  v;e  hive  realized  the  great   free  public   school  system.  Perfect? 
Ko.     '*:o  be  improved  upon?     Yes,   extensively.     Nevertheless,   a  grsttt  start  made. 

Hie  iimerican  labor  movement   in  its  entire  history  has  not  taken  a   single 
'act  v;ith  reference  to  the  school  question  which  ]ias  not  made   for    the  br^nefit  of 
child  life,    fa-  the  upbuilding  of  hone,    for  promoting  of  a  greater  Americanism, 
greater  .Jiiericanizidg         understanding,   grer-.ter  .American  loyalty,      I  shall  not 
burdon  you  with  the   re?.d3n;r  of  the   declnrations   of  the  American  Federation  of 
Laboi-  bearing  on  the  public  schools,    of  it?:  constant  —  s]3ll  I   a:-,  y  agi  tat  i  on , 
at   least  permitting  of  school  attendr.nce  laws  ary.  inst   the   opposition   of  com- 
mercial inter   sts.      I  shall  not  burden  you  v/itl-  u  reading  of  its  entire  program 
on  educational  matters,   in  which  I  believe  eich  t,nd  every  one   of  you  v/ho  has 
given   the  subject  of  education  any  thou.'?-ht  or  consideration  are  bound  to  agree 
vrith.     Hay  I  only  indicate    that   in   tho  very  first  year  of  thco  orjinization  of 
the  /'jnorican  ^''Gderation  of  Labor  this  declaration  was  pronounced:   "We  are   in 
favor   of  the  p-assin"  of  such  legislative  enactments  as  to  enforce  by  compulsion 
educating  of  the    children,   th't   if  the  state  has  a  right  to  execute  certain 
compliances  with  its  demands,   then   also  has  the  state  a  right  to  take   its  people 
to  the  proper  understanding  of  such  demands."       i^hat  declaration  was  made   foDty 
years  ago  by  the  American  Federation  of  Labor,  and   I  challenge  any  other  insti- 
tution of  present  day  existence  and  of  importance  in  our   society  tTat  h^s  re- 
corded itself  likewise. 

jjid  tho  Anerican  vage-camers  have  bocn  ever  sirrre   true  to  that  declara- 
tion,  and  they  have   fought    to  bring  into  reality  those   ideals  expressed  even 
early  in   its   struggle   for  existence  and  economic  improvements. 

'.Vhile  the  i-.merican  labor  movement  and  the     ^iierican  wag?   earners  are 
vitally  interested  in  the  public   school  system  in  all  matters  pertaining  to 
the  educating  of  diild  life,  because,   after  all,   the   great  mass  of    the  children 
are  the   off-springs  of  the  wage-earners,  ar^  why  should  they  not  be  especially 
interested  and  concerned  in  all  that   concerns  their  livlihood  and  welfare;   as   I 
say,     not   only  have  we  been  concerned  '.vith  the  question  of  improving  the  school 
room,  making  it  more   sanitary,    to   safe-guard  the  life  and  health  of  the  child 
and  permits  its  education,   in  order  that   it  may  be  better  equipped  in  future 
life,  to  meet   the  battles  of  life;   v©  have  too  great  a  concern  v/ith  those   in- 
struments,   those  human   instruments  which  must  bring  the  education  to  our  chil- 
dren,  to    those  humaji  agencies  v/hich  inpart  the  knowledge  to  the  childr^^n  of  the 
wage  earners.     We  kno\7     the  human  stru^le;   v«  loiow  what  tlM  teaching  force     of 
America  has  to   contend  with;  v.-e  sympathize  v;ith  them;  we  realize  tie    grievous 
conditions   under  which   they  exist,  as  wage-earner  t  familiar  with  all  suffering 
and  sacrifice   that   the   human  race  must   go   through.     V.'e  welcare   them  to   our  ranks. 
"vVe  urge  them  to  associate  and  affiliate  and  to  come  with  us.   Oh,   not  to   disturb 
our   educational   systems,   not  to  interfere  with,   not  abandoning  the  highest   ideal 


12. 


.  in  these  graat  institutions   for  the  promoting  of  i>emocracy  and  intelligpnt  de- 
mocracy.      We  asK  their  affiliation,   their  association  v/ith  us   in   order   that 
throu^  their  representation  in  our  states  and  central  bodies  f.n  our   national 
councils,  that  v;e  may  have   their  beter   judgment,    their  better  r.dvice  ,  predicate 
upon  their  experiences  in  educaticnal  matters,  to  help  us  formulate  policies 
and  establish  and  control  our  practices  and  procedures,  which  \iill  be  helpful 
to  our  educational   institutions.         ^nd  so  too  x^e  welcome  them   to  our   fold  in 
order  that   they  may  understand  the  grirr  realities   of  life,   in  c  rder  that   they 
may  kna?  -/rhat   the  child   of   today  'rrill  have   to  contend  with  as  a  man  or   ^-oman  of 
the  future  to  ccme,   in  order  that  education  may  not  be  nlone  thaoretical,  but 
that   It  may  also  ;j-aztr.irri  ef  the  practical.       And  hence  we  urge  i-he   organization 
of  tho.:teaoUng  ferce  and  thoir  affiliation  T;ith  the  American  Tiade  I^ion  move- 
ment.     Oh,    I  iaio-,7  that  our   activities  and  our  appeals   to   tJs  teachers,   to  or- 
ganization and  affiliation  vith  the  American  Trade  Union  movement  is   largely 
misunderstood,    its  purposes  v/rongfully  interpretod,  —  ard  v*hy?     And  vrl^r?     Uhat 
purpose?     What  have  v;e  done?     I  dare  say  that     American  labor   has-  done  more    for 
educational   institutions  t  lan  any  commercial  institution  to  which   the  ginger 
may  be  pointed.         Vie  fool,   too,   that   only   in    that  v/ay  V7ill  there   aver   come  a 
redress  to  the  teachers  and  their  present  rightful  condition.     V/e   linov  unorgan- 
ized, u2iassociated,  leaving  tTiemsolves  entirely  at  the  mercy  of  ^7hat   is  called 
public  opinion,   they  may  wait  for  a  later  period  until  redress  is  i|oing  to^e 
had  by  thom.     vie  ]m(x.i  that  only  redress  comes  to  thos  e  ^^fho  gives  ai'ticulation 
to  their    g-icvances,  t;ho  makes   the  public  feel  and   realize  t]^t  the:re  is  a 
grievance,  and  there  is  a  condition  t'rat  must  be  righted.     We  feel    what  there 
will  be  no  redress  cme  to  the  teachers  unless  ttey  arc   organized,  a.nd  thru 
their  organization  manifest  the    grievances  under  v/hich  thoy  labor. 

Oh,   it  is  said  that  if  they  associate  v;ith  the  American  Trade   Union 
movement  tl  at  it  subjects  them  to  the  most  disastrous  policy  of  strilffjs  as  an 
association  of  labor.     May  I  say,   first  of  all,  that  the   american  Fade. ration 
of  labor  has  no  authority  of  any  kind  either  to  initiate   or  to  control    or   to 
declare  off  strikes?     The  American  Labor  mc'^ement  as  a  v;hole  leaves  aut<'>mony 
to  each  and  every  group,  pennitting  them  to  do  as  they  choosa.       Siothe  €  ontrary, 
it  urg-es  that  all  engaged  in  public  employment  should  not  resort  to   stri."ces, 
that  while  it  is  their  right  to  give  up  their  employment  individually  and  coll- 
ectively, and  that  good  judgment,  v.'ise  counsel  and  their  relations   to  the  pub- 
lic demands  that   they  ought  not  exercise  that     they  ought  not  exercise  tJa*. 
right,  but  ought  to  appeal  to  the  political  agencies  and  political  activitifes 
for  the  redress  of  grievous  conditions;   and  v/o   in    turn  agree  to  give  voice  *o 
their  grievances  and   to  help  in  our    support   in  order   that  those  agencies  may 
be  impressed.     But   isn't   it  rather  peculiar   tYa.t  the   great   teaching  force  v;hich 
everyone   today  admits  is  underpaid  was  well  illustrated  by  one   of  the  speakers 
here   this  evening  shifting  their .  employment   in  public  perhaps  the  grandest  pub- 
lic service  of  any  commercial  enterprise,   —  v.-tet  dees  that    indicate?     I.  am  told 
that  during  the  past  year,   the  year  of  1919,  approximately  140,000  teachers 
gave  up  their   service  as  toachers  and  entered  the   commercial  field.     Is  that 
a  strike?       llo.     But  it  is  equally  as  bad  as  a  strike  and  v;orEe,   because  that 
number  of  teachers  was  lost  entirely  to  the  teaching  forces.       Much  rather 
would  I  see  140,000  school  teachers  cease  v;ork  tomorrow  and  compel  a  complaisant 
public  to,^c't,  and  many  of  our   state   legislatures  and  public  school  boards  and 
__jJHrh'icipalitles  forced,  and  comm.ercial  interests   to  bo   taxed,  to  meet   this  great 
ifondorful  agency  ard  give  the  teachers  a  square  deal.     Oh  yes,,    public   opinion 
will  ri^t  conditions,  but  unless  vie  are   going  to  bo  more  demonstrative  than 
we  have  been  in  the   past   I  fear   there  is  going  to  be  lon^  time  baforc  the  teach- 
ers \7ill  receive  that  consideration   'Jiich  their  position   in  societ'r  and  their 
relation  to   the   importance  of  the    institutions  of  our  goverrancnt  warrants  they 
ought  to  receive. 

Oh,    I  v.'ould  bo   the  last  to  encourage  a  strike,  and  yet   if   I  knev;  tomorrow' 
that  a  strike  would  bring  relief  to   thom,  much  as   I  ■'vould  hesitate   to  do   it,   I 
think  it  would  be  warranted.      Oh,    I  have  been  going  to  moving  picture  shows, 
and  I  v.-ould  see  the   inscription   on  the  screens,   urging  the  necessity  for  giving 
the  teachers  bettor  pay,  and  you  v;ould  imagino  there   is  a  great  public  deirend,-' 
and  I  believe  there  is,  and  a  splendid  response  from  the  audiences.      I  fear 
there  is  going  on  today  a  system  of  sabotage,  a  condition  not  premeditated  in 
any  concerned  form,  yet  nevertheless  as  dangerous,   as  harmful  to  our  education- 
al  institutions  as  thou^  a  practical   sabotage  had  been  directly  put   in  vogue. 
'ihe     teaching  force   is  becopiing  smaller;    it   is  becoming  less  efficient  because 
it  is  underpaid,   and   that    is   the  philosophy,      Che   lav/  of  nature  of  things  un- 
derpaid,— Worianen,   whether  they  be   of  the  brain  or   of  bra^-m;  and  you  receive 


the  consideration  tiiat  you  pay  for.     ..nd  so,   ii"  in  our  society  v;e  want  a  gooi 
teaching  staff,   if  v/e  v.ant  a  conipetent  teaching  force,    if  v/e  \^ant   to  develop 
our  educational  institutions  to   their   highest   possible  degree  of  perfection, 
then  let  us  pay  the  price  as  citizens,   and  malce   it  possible  for  those' engaged 
:"n   that  high  profession  and  art   to  improve  that   situation. 

I  don't  iGiov;  that   I  should  burden  you  further   ii:    the  natter,  except    that 
organized  labor  realizes  the  value  of  education;    it  ia-ov.-e   that  the  public 
school  system  is  especially     devised  for    the  benefit,    the  enjoyment  and  the 
happiness  and  the  development  of  the  children  of  the  v;age-earner  who  are  un- 
able  to  send  their  children   to  private    institutions  for   private  tutorship. 
Oh  y6§,    the  men  of  wealth  have  but   little   cafte  as  to-vhj^.t  may  becane   of  our-,, 
free  public  syste"..     'i'heir    opporition   today  to    free  public  schools   is  the   same 
as  it  v,-aG  forty  years  ago,   excepting    it  Ms  c>&nged  its  form.     Today  ve  may 
find  comruercial    industry   tairing  ar-ay  the  brightest   teacliing  forces,    the  bright- 
est element    in   teaching,  at  the    same   tirre    opposing  overy  move  tor/ard  increasing 
taxation,    in  order  that  the   institutions  n:L.y  live.     I  say  that   the  greatest 
crime   that  is  being  committed  today  against  -'unericanism,   I  say  to  you,   the 
v;orBe  element   in  our   society  today  that  makes  for  the  destruction  of  American- 
ism,  is  the  element   that  opposes  proper    taxation   in  order  that  our  educational 
institutions  may  grov/  and  develop  and  bring  into  existence   the  greatest    teach- 
ing force,    the  greatest  educational    system  upon  --hibh,  after  all,   oUr  whole 
conception  of  Democracy  and  its   institutions  fundamentally  dapen&i      I  thank 
you.      (Prolonged  applause. ) 

THC  PEESIDIITG  OFFICER,   SEIIATOP.  R.A.NSDELL:      Oniy  one  more  address.      I  hope 
all  vdll  be  patient,      I  now  present  a  gentlemart   to  discuss  education  in     re- 
lation to  invention  and  research.      iTiis  gentleman  is   one  of  the  most  prominent 
and  best  icnown  educators  in  ^jnerica.      Ke  is  nov;  engaged  in   educational  research 
work  in  the  city   of  V.ashington.     Prof.  C.R.  Mann.      (Applause) 

EROP.  IIaNN:     Mr.   Chairjr.an,   ladies  and  f-entlemen.     As   I  came   in  this 
evening  an  old  colleague  of  mine   said:   "Well,  Mann,  wMch  speech  are  you  going 
to  give  tonight?  "     -jod   I  said,   "I  ara  sorry,   I  had  to  -vwite  a  new  one   this 
afternoon,  because  they  assigned  me  a  nev;  topic,   -*   "Invention  in  Research." 
Nov/,   invention   in  research,   —  the   importance  of  invention  and  research  has 
been  very  much  impressed  upon  this  nation  by  the  'var.      I  attended  recently   in 
Philadelphia  a  conference  between  a  college  man  and  industrial  organizations, 
—  as   to  hov;  the  colleges  could  develop  better  high-grado  technical  men  for 
service  in  industry.     Particularly  t  hey  v;ere  interested  In  the  service   that 
v-as  required  of  men  in  research.      The  figures  indicate   tlmt  the  demand  for   re- 
search,   the  amount  of  inventive  pa?er  and  rasearch  at   the  present     time  are 
about  four  times  the  supply;  and  it's  a  very  serious  matter  as  to  v,-here  those 
men  are  going  to  be  obtained,   and  ho-.;  th-ey  are  to   be  trained, as  they  are  needed 
immediately.       V7ell,    the  National  Research  Council  is  v/orking  on  this  problem 
and  has  made  some  very  careful   studies  of  the  si  tuation  in   the   colleges. 

I  -A-ant   to  point  out   on6  additional  idea,   or  malce  one  additional  sugges- 
tion tonight  as  to  hCM  this  output  of  men  of  research  training,   and  men  '.vhDse 
inventive  capacity  and  ability  have  boen  developed,   can   be  brought   out.      The 
American  people,  you  know,   are    fundamental  ly  an  inventive  and  ingeuitisv  , 
people.      Those   traits  came  with  the  pioneer  spirit,   and  ore  necessary  to  the 
building  up  of  a  new  dcuntry     and  a  new  nation.       Small  boys  can  ask  more   real 
questions,   and  do  more   ingenius     things   than  we  can  answer  or    tal©  care  of  in 
mary  a  day.     It  is  not  for   lack  of  inherent  ability,  ard  innate  original   abili- 
ty,   that  we  have  not   an  adequate  supply  of  research  men  and  inventive  men  at   the 
prosent  time.      You  Icnov/  that  the   figures  of  ^rof.  Cattell  sho-.7  that    in  qpite   of 
thu  great   inatc   invcntivonass  of  Amarica  the  number  of  great  research  scientists 
prodwjGd  hero,   or  men   of  high  grade   in  science,   is  loss  than   it   i  s  in  the  other 
countries;  and  therefore  there  is  something  needed  to  stimulate   the  training  of 
men  for  hi^  grade   invention  and  scion oo. 

Now  the  war  took  a  cross  section  out  of   our  population.     In  examining 
that  cross  section  of  men,  at  least  with  a  great  deal  of  care  and  a  gireat  deal 
of  detail,  Ur ,  Haan  has  mentioned  some   of  the   things  that  were  discovered,  and 
I  want  to  rcontion   just  ono   further  fact  v.iii  ch  bears  on  this  .question:-:    of  train- 
ing for   research. 


l«i. 


nic  pBycholocical  tests,    I  cm  told,     v/hich  r,'Ci':    carried  cut  or  applied 
to  noarly  three  rdllioi-.  of  our  young- men,   iudicctod  t;^t  abcut   ten  porcont  of 
the  men  of  intcllif.cnce  of  grado  a,   v,-hi  ch  is  tiv.  tirade  frm  \iUch.  our   rcse.-rc" 
men  came,   —  that  ■i.'bo-Jt   ten  percent   only  of  thoEo  mon     aro  in  tho  collGi:j::s,    a;,. 
ninety  percont    of  thsm  do  not  go  to  collego;     IJo;  the   collebos  aro  s^archinf: 
themselves  vc-iy  carefully  to  pick  out  rac-n  of  (Jrade  ..   intalligonoo  and   duvolo-o 
thorn  into  research  won,   but  thoy  irvc    only  ton  percent  of  the  men  in  the   coun- 
try    ho  havj    thc.t  i:^'a,dG  of   intelligence.      No«  tho  coll-^a-es  have  lf:>  of  the 
population,  ~  of  the  c>chool  population,  and  ten  perceiit   of  tho  Grade  .-i  intel-« 
li:,^ence.     Therefore,    the   Sr-de  ..:  intelligence   that  v/e     are  seelanc  to  develop 
IS  about  ten  tir.es  as  frequent   in  the   colic  ~cg  as  it  is  outside.     Kevertheless, 
thor3   is  90fo  of  i  t  scattered  arovu:d  at  la:-e,   -hidi  is   not  being  trained  in 
tho  collegesi  for   the  advanced  resoarch  vx)rlc. 

3oT7  r  would  lilce    to  suggest    that    tliat   90^^'  is  a  mine    that    is  ./orth 
v;orking,   and    that  v;c   ought    to  study  nays  and  means   of  getting  at  that  dC$ 
that   iB   scattered  around  outside,       and  is  not   being  salvaged,  and  saved  ard 
(developed  for  the  technical  n-or::  c..-nd  research  r'orlr  that    lies  ahead.      I  -.ould 
suggest  that  a  groat  deal  of  that  research  ability  is  lost  because  of  the  dis- 
couragement that  comr.s   to   small  boys  and  siisill  girls  in  the   schools  in  tho 
reparation  vhich  is  put  on   this   spirit  of  inquiry  and  investigation  vhi  ch  rnan- 
ifests   itself  very  early   in    life.      I  have  noticed  a  great  nany  children  \?lD 
v.'ero  very  inquisitivu  and   inquiring  and  iirvestigative  ard  experimental    in  their 
attitude  befcr  e  they  v;ent,  to   school,  and  they  gradually  lose  that  attitxale  as 
they  develop,  and   by  the   tirr.:   they  reached  high  school   or  college,    they  became 
tlinrgughly  routine    students,  with  that  spirit  largely  anihilated.     I  -.Tould  sug- 
gest that  there  be  give:.!   raore  attention   in   tho   elemental  schools  and    the   high 
schools,   more  opportunity   i'or   the  exprestion  of  that   spirit    of  inquiry  which 
is  such  a   strong  characteristic  of  our  people:  and   Jf  that   opportunity   is  given 
I  feel  sure  that  ::;or^j  research  ability  v-ill  be   developed  and  tnore  material  for 
tl-je   right  type  of  research  v.i  11  cone   to  tho  colleges  and  the  colleges  •.ill 
be  able  then  to  raoet   the  donand  which  is   upon  them. 

ITo'"  thc.t    is   tho  one  idea  that   3  \vant   to    leave  v;a  th  you  this  evening, 
on  tho   subject  of  development  of   invention  ■  in  research,  nancly,    th£it  9Cff)  of 
our  research  talent  never  gets  to  colle£?j  at  all,   and  that  a  grjat  deal  of 
that  can  bo  saved     and  developed  by  more  attention  to  tho,  —  more   opportunity 
I  mean,    for  the  development   of  that    in  tho  elemental  school  and  in  the  high 
school . 

I    .-Quid  sau  that   it  has  been  a  great  privilege   in  tho  past  years  to  be 
associated  with  General  Haan  in  this  work  in  the  army  schools.       \"e  have  there, 
as  he  said,    110,000  men  of  an  average   of  £.th  grade  intelligence,  or    fifth   grade 
schooling,!  moan.     We  have  all  grades  of  intelligence.       Nov  v-e  are  studying 
those  men  with  a  great  deal  of  care,  and  v/o  expect  to  find   in  those   110,000     ■ 
a  number  of  men   of  striking  ability,  and  we  hope    to  bo  able   to  contribute  to 
colleges  some  really  able  nen  whose   training  they  can   finish,   and  thus  add   to 
the  nation's  stock   of  research  and  advanced  scientific  man;  and   I  feel  that   the 
school   system  can  do  no  greater  service     to  the   countrjr  than  work  as  ve  arc 
■';o^'-nc:  to  find  those  men  amongst   the    illiterates,   and  I  may  say  that  we.  have 
some  V'z,.Y  promising   illiterates,  v;ho  aro  no  longer    illiterate,    but  who  have  be- 
come literate.      If  tho  oleir/sntal  schools    ,'ould    -ork  out   this  p'oblom  of  picking- 
out  and   finding  the  really  able   children,  and  allowir^  them  to  e>rprcssthaeir 
ability  freely,   and  not   to  repress   it,   they  can  do  a  great   service  tov/ard  the 
development  of  invention  and  research.      I  thank  you.    (.ipplause) 

COIlillSSIOlCDi;  CLJITOF:      I  am  going  to  ask  you  to  be  patient  ,  all  of  you, 
for  about  three  minutes  more.     President  'Vood,   of  the   ..gricultural  College,  no  ,.• 
the  university  of  IJaryland,   has  a  brief  report  to  make,   -'hich  will  thus  get 
before  you  and  befor:    this  conference,  and  as  soon  as  he  has  made  that  I  am 
going  to  ask  you  to  renain  for    just  one  minute  after  that    for  a  statement  abcut 
tcmorrov;  afternoon's  p-ogram  that  is  necessary  for  you  to  knov:.     Dr.   Wood. 


iV""PH««<i* 


I 


EDUC^nOlT. 
Dr.  A.  F.  TXJOda. 


Ihe  Diiited  States  ie    facing  a  critical  situation  m  account  of  the 
lack  of  transportation  facilities.       She  unusual  developnent   of  automotive 
traffic  during  the  war  and.   since   th6t  time   has  resulted  in  tte   serious  in- 
jury and  in  many  cases  the   complete  destruction  of   thousi^ds  of  miles  of 
what  were  unierstood  to  be   first-class  paved  higivmys. 

Ihe  inability  of  our  railrceds   to  neet  tYe  derrnis  placed  v5)on  ihero  is 
forcii^  a  greater  use  of  our  hi^^^ays  T;hich  are  ill-prepared  to  stand,  the 
heavy  traffic  which  must  be  borne.       Jhis  serious  econoraio  problem  h&s, 
therefore,   created  an  educational  ptctelem  of  unusual  significance  to  our 
colleges  and   schools  of  engineering. 

Of  the   five  thousand  engineers  whidi  are  graduated  annually,   fully 
one-fourth  ere  absorbed  by  the  strte  ::^rrl  county  highway  builders,   the  rest 
being  quickly  taken  up  by  ;jTSrican  indiastries.     Many  more  college  trained 
engineers  must  be  obtained  within  Ihe  next  three  or  &ur  years  in  order 
that  the  vast  Federal,  State  ani  county  programs  of  road  construction  and 
repair  can  be  carried  on  tdthout  \T:.st©  and  without   the  atterdant  loas  to  tt© 
now  overburdened  taxpayer.       Not   only  are  v-bII  trained  engineers  needed  to 
do  research  '^rk,    to  design  ^nd  to  build  our  new  ros.d8  for   the  motor   truck, 
but  there  are  needed  men  who  ccj^  successfully  administer  these  roads. 

This    kads  us  to  the   seoord   educational  problem,  that  of  hi^way  trans- 
portation.    The    automotive  interests  are  seekir^  men  v4io  can   sell  trans- 
portation.      To  meet  that  particulcr  need,   a  large  nunber   of  men  are  required 
to  manage  the  motor  truck  fleets;     competent  engineers  \*lo  croi  be  entrusted 
with  fleets   of  a  half  a  dozen   cr  more   trucks,  each  truck  carrying  from  three 
to  seven  tors    of  hi^   diss  merchandise. 

Again,   the  driver  of  a  *E,000.   seven  ton  truck  carrying  C26,000.  worth 
of  ccranodities  over  all  kinds  of  roads  in  all  kinds  of  weather  cannot  be  the 
mere  clauffeur  or  mechanic  that  v.e  are  forced  to  tolerate  toSay.     Thousands 
of  these  nen  must  have  general  and  vocational  training  commensurate  %-4th  their 
responsibilities. 

Our   colleges  of  eiigineering  §re  now  ftill  to  the  overflowing,  and  nany 
hundreds  of  men  are  being  turned  away.       Engineering  faculties  are  being 
depleted.     Therefore,  the  additiorr.  1  teachers  ani  the   increase  of  plant 
necessary  to  neet  these  new  dercands  places  a  responsibility  upon  our  boards 
of  trustees,  upon  our   legislatures,  and  upon  oxjt   citizens  in  order  thit  the 
colleges  and  univereities  nay  rise   to   tha  ooc»8ic»i.       Becavee  of   this   sit- 
uation ond  by  request  of  the  highvay  and  hi^way  transport  interests  of  tha 
country,   the  IMited  States  Commissioner  of  Education  called  a  special  con- 
ference of  about  seventy  of  the   teswiing  representatives  of  engineering  schools. 
State  ard  Federal  roed  organizations,  executives  and  managers  of  the  auto- 
motive and   tire  irdustries,   ani    other  experts  to  aeet  in  U'ashington.       The 
conference  ooirrened  May  14th  and  15th  of  this  year  ard  was  well  attended. 

A8  a  result  of  the  deliberations  the  following  resolutions  were  passed: 

"Whereas,  jimerican  science  and  industry  has  fcrged  a  new  unit  of  hi^- 
way  transportation  v/hidi  is  destined  to  bring  about  a  far  reaching  diange 
in  life  and   thought  not  only  in  this   covmtry,  but  in  the  v^-orld,  and 

vaiereas,  the  problem  of  hi^iway  englneerir^  and  of  hi^vay  transporta- 
tion engineering  are  so  closely  inter-related  as  to  derrand  not  only  the 
hi^.est  type  of  trained  man  to  siide  them,  but  an  appreciation  of  the  entire 
problem  of  hi^way  transportation  by  both  hi^way  and   transportation  engineers, 
ani 

TJhereas,   the  American  people  have  seen  fit   to  meet  tlB  reeds  of  hi^^vcy 
transportation  with  appropriations  for  hundreds  of  millions  of  dollars  for 


8 


Dr.  i-.    ff.   V.'oocfs. 

-2- 

Vetter  higiv.u3rs,  r^hich  can  only  ^bo  expended  efficiently  -nd   intelligontly 
.s  we  comprehem   in   tho   fullobt  extent    the  economic    rolationsMp  exiatix]|r 
betv;e8n  the  roadbed  and    the  motive  -unit,  and 

Whereas,   these  problems  calling  as  they  do  for  men  of  the  highest 
collegiate  anc.  vocationr.l  preparr-tion,  can  only  be   solved  as   oiir   educati  on'ii 
institutions  ax'e  able    to  ncet   this  need  v-ith  increased  frcilities  for   ro- 
cearch,   study  ard   practical  application. 

Kov,   Therefoi'e  l>e   It  Eesolred,    'Fn-.t  v;e,    tft.    representatives   of  educc'tion, 
industry  ani    -pveiffiTBnt,    issenbled  in  national  conference  at  TJasiiingtcn,  D.C., 
at  the  call   of   tlB  Hon.  P.P.Claxton,   Conrnissioner   of  Eduoction,    to  discuss 
this   Ei?b>cl:  cind   to  farmulate  recorx-endr-ti  onr   ooncerning  it,   do  hereby  concur 
in  the   follo-.ving'  pfc' ton-ente: 

That  there   is  no  orj^  danestic  activity  of  laore  vital  irjport  to   the   people 
of  the  IMited  States   than  an  efficient  end  econoraical  r:dr,':inietrati  on  of  our 
M^way  program. 

That  there   is  a  pressing  denand    for    trained  nen  not  alone  to  guide  this 
program,  but  ulso  to  urdertatoe    the   probtems  of  the  production  and  economic 
use  of  vehicles   over  the  hi^-may. 

liiat  this   need  can  only  be  rset  by  increassd  educational  facilities  for 
tvrning  out   these  men. 

That  the  entire  subject   is  one   -rrhich   should  be   closely  co-ort^in"  ted  and 
a  permanent  concmittee  rs.de   up  ~^3  hereinafter  designated,   should  be  appointed 
by  the   Comnissioner  of  Education  to  consider  this  problem  in  its  several 
aspects  and    to  bring  about  Sr  fuller  understanding  of  it  on  th?  pTt   of    the 
people  of  the  country. 

That  the  component   parts   of   this   coffir,itteo  should  represent   the  Bureau 
of  Education,    the   Bureau  of  Public  Roads,    the  Motor  Transport  Corps,   the 
State  Hi ^iv7ay  departments,    the   autor-otive   industry,   tJae  State  or  jrivato 
educationiil  institutions,  as   tl-e  groups  best  equipped  to  furnish  the  technical 
information  reeded  and   to  TOrk  out   these  great  public  qtSBstions." 

In  view  of    the  conditions  brotght  out  in  the  rasolutions,  men  of  means, 
as  well  as   our  State   legislatures  should  cone    fbrwr.rd  immediately,  and 
materially  aesict   those  institutions  of  learning  wfiose  aims  ard  character 
shov/  that  th£y  are  best  fitted   to  prepare   the  men  who  are  to  reh^.bilitate 
oiar  broken-dO'.\'n  hi^.mays  ani  who  -Bill  conduct  tii©  activities   of  a  new  method 
of  transport  v-hich  is  so  vital   to  the  v/elf&re  of   the   Hation. 


>% 


17. 


(JOLi,'ISSIOKr;j.  CL^^XTOM:  Tho  point  in    this  report   ie    this:        I  havo  asked 

it    tc  be  r?ad>hore  aM  ycu  to  listen  to  the  last  jart  of  it     as  ai   important 
n3utt-.r    chat   horc   is  .u  :iev.-  burdon  put  on  higher  eductioa,  and  thcr    ifore  on  all 
Gduc;-.tion  boloT-  it,  at  a   tiuiri  v.hon  v.c  s.xc.  want tng  mono y  for   cvor^rthin^  else, 
and    tM  0  is  only  onu  of     lorty  or  T*  fty  p.^ticul&r  thiii  7; . 

.:  ^wntl3:,3n  horo  this  cvor.  ing  caviC  here   by  direct  request,   appointed  and 
sor.t  :xrG   to  ^avG   him  get  out    of  thir;  conrcroncu   Eomr,   kind'of  holp  tcvard  prepar- 
ing pc.oplc   fo-.'   a  particular  ^tind  of  thing  to  \.-it:   tho  paoor  pulp  industry  in 
the   United  li>t-^tGs,    in  -.hich  they  ijoo-d  educ-ted  in-n  as  r.e  /  ^r  before,   and  tho^o 
B,Yo   others  of   tho    sairc  Irind  .        J?:io   sun  total   of   thsce  ana  .1   things  v;ill  natec  up 
a  larg-?  part  of  tha  program  of  education,  and  th^   burden  ^ilaced  on  th,j  nati  on 
now  at  a  tin::-  v;henit  noods    t::LC  noncy,   —   the   statement  ti^t    I  v.ant   to  niate 
about    the  pioi^ram   is    this:        Thif.   ccnfero:ice  v/ill  ::ot  be  successful   if     .e  simply 
come   here  ard  listsn  to  each   other  and  co.ifcr  -.vith  each  otl'iar.      Frequently  -.-.'hon 
I  havo  son",  av/ay  f r  oii  hO:r.o  on  a  loriij;  trip  and   oomo  baclr,  I!j*s.   Claxtoa  asks  mo  If 
it  -.vas    vorth  the    tir..c  and  expense.      I  reply,    "I  don't  knov-  until   judgr.&nt  day," 
Jud^rac-ut  dc.y  for   this  Oonfore:iCij   comes  very  largely  next  v;i:itir,  %7]ion  legislat- 
ures meet,   end   in  the  years   to  ccTno ,   as  the  pro  Gram  hero    oullined  stell  develop. 
I'o'..  in  ordor  that   it  "ay,   it   is  expjctcd  that   tho   fiv?  conferences,  or   fivo 
sections   that  haro  bean  meetir.g,   -.vill  each  r.cot  tomorrav,   a....    report  which  v;ill 
be   handed  to  me,    I  hope,  at  the  morninj:^   session  at  Keith's   Ihoatro.     But  tomorro:? 
aftornoo;-    ths  co:.^fer9nce  again  meets   in   four  othor  kinds  of  in.ictions,  all  at   the 
w'ashin;;ton  Hotel.     One  is     a  campaign  section,    tho  discussion  of  he  to  appeal 
to  the  people  and   soil  the   pro9.*P.ni  tfet   you  shall  prepare;   and,    ssc aid,   'TitTi 
relation  to  h*:-alth  and  education.      'i?he  three  Educational  Extension  .'meri  coniza- 
tion illiteracy, -E:-orae    of  thos:-   t'dns's  that  n- ed   to  be  done  iinir.'rdia  te  ly  for  people 
who  have  already  passai  the  days  of  childhood-    and  early  youth.       Last   of  all, 
the  qm-ution  of  salaries  and  rc-vonucs.      Ind    it  i  s  cjrpocted  that     thoso  confor- 
oi:ce£  r^.'ill  also  report  brief  rcsolutione,,   aid   they  v:ill  all   be   r-ivcn  to  a  com- 
nitte:  which  I  vdll  s^jpoint   tcirjorror;  ani   read  at   th>.    rnornin?  socsion,   who  v;ill 
take  all  of  these   rorolutions  a;id  put  thorn   i."to  one  definite   form,   eliminating 
the   thin;,c;   that  •..•ould  be  suporfluouE,    those    t  hin^jS  that  • -ould  overlap  or  from 
the  differ  ;nt   sections,    but  rz.lTi    it  all  i:-ito  one  staten:c!:it,  and  s-,ries  Oi   ro- 
comty.erjdation  s  or  recolutions,   and  that  -.-ill  goi'io  out  as   tho  recult  of  thif   con- 
ference  to  the   people   of  the    Uni  ted  St^toc. 

Let  riE  ask  you  oncj  norc  that  yoii.vviH  bo  present  tomorro     at  t:.n  o'clock, 
tomcn-rov;  morni:'i£,   as   the   session  v/ill  begin  then. 

I     vvish  to  tha;ic  Senator  Ransdoll  for   pr-sidirg  tcni{,ht. 

TIE  PIvUDIDU.G  OrVlCEI.,    'JZlU^J^Ou  ':ui:SDI.lL:     '",'hat   is  th:-    further  pleasure 
of  the   cmfcrencaV     If  thcr      is   :-othini;--,  v.-e  stand  adjourned  until  tanorrov;  morn- 
ing at  ton  o'clock. 

('■/lie  re  upon,   at  10:17  o'clock     pm. ,    Lhc    i'hiursday  iJvoni:'i=^  Session  v;as  con- 
cluded and  adjouriinont  taken.) 


.ra. 


FniD..r:'TaRiTirs  sDSSior. 

Mry  21,1920. 

(Hio  jJVidr-y  Mornin-,  riay21,   19^0,   sossion  ves  conToncd  at  10:nr  o'clocl- 
•ith  the   Hon.  Bainbrid,,-o  Colby,   Secretary  of  Ctata,  presiding.) 


COiZ:iL>S lami:  Ch-X-HQ:.:         ov^ntlcfficn,    th:    Secretary   of  ^tato,    .vho  is  to 
prcsido   is  dotcincd,   but  I  uneo retard  vjii  be   here   in  a  fiw  mintitcs. 

I  PJR  :L;oir.j  to  r.s.:  that  you  lot  ,rc   tal:o  a  little  bit   of  your   tirao  to  call 
att-rtion  to  tho  fact   that   the  r. solutions     hicii  "'^^.v:.-  been  dx&vnz  up  by  various 
sections  of  the   confermco  will  te  ..r.s.atod  h>,r-,  a:id   tfa.":  the  f olloving  per- 
scas  at  the   cloec   of    the  r^ctins  thir.   r>orni.i{:;  should  bo  hare  at  this  left-hard 
sido  of  tl-jc    stacc,   to  tafe  thcso  rei^oiutions  as  submitted,  ard  to  v^ork   them  over 
for  final  adoption;  bup^rinterdent  Carey,   of  '/icconein;  Preiidont  Hove,   of 
Chase   Institute;  Dr.  llcEirnjy,  Mr.    iO'/nor,  \.hD  oonductod  the  schools  of  Kansas 
City,  and  tho  Cliaiirrian  ox    the  CouiiTiittre  of  tha  Press  boction..    —    I  am  not   sure 
just  '4.0  that   is.     Vhos^o  C-J^tlems--  -..ill  i-noct  at  th:   end  of  tiis  session  this 
morning,   and  bring  their   resolutions  •.■;ith  them. 

llov;  I  am  goine  to  as ic  that  you  meet   this    afternoon,   after   the  various 
sections,  —   that  you  v/iii  -.-.leet   at   four  o'clock  in  the   larger  room  on  the  roof 
{iarden   in  the   ./fe.shington  Hotel.      1  "will  majre  further  announc^nent  about  that,  so 
you  ..vill   ce   aure   of   it. 

{^.fter  a  pause)      I  think  w'e   shall  not  -vait    far  the  Secretary  of  State. 
^.'his   conference  v.as  called  ftof  the  pui-pose  of  considering  the  ^nergency  in  edu- 
cation  in  education  in   the  United  "^to.tes,  and  the  nev;  iiiterest,   the  new  respon- 
eibilities,   resting  upon  the  people   of  the   Uhi  ted  States     for  the  improvement 
of  their   system  of  education,  a  better     opportTi.nity  for  the  education  of  all  of 
the  people   for  Lemocracy  in  the  nev  hour.      It  occurred  to  us  that  it  \7ould 
strengthen  our  cause    verj/  much  i  f  \ -o  knev.'  it  v.ould  h".  brought  to  us  at  this 
tiiv.e   the  nev/  interest   in  education   in  some  other  countries,  especially  those 
countries  l^emocratic  like  oiu~selves,    vho  hare  participated    more   or  less  in 
the  v,-ar  and  are  cognizant  of  the   fact  that  there   is  need  for  gi-eater  attention 
to  education  at  this  particular  time;  and  therefore,   we  have  arranged  a  progr^^m 
this  rorning  E  0  that  ne  may  have  trief  statements   in  regard  to  the  ne;7  interest 
in  education  in  sane  of  the  iJemociatic  countries  with  which  v/e  are  most  closely 
allied. 

She   general  topic  of  the  morning  is:th'^  "Iho  New  Interest   in  Education  in 
Some  Other  Countries."         >'c  shall  hrvve  the  pleasure  of  hearinfr  first   from  the 
British  .jiibacsador ,   Sit  ^iuokland  Geddes,  who  will  tell  us   the   increased  interest 
in  education  in  Great  Britain.      I  take   great  pieature  in  presenting  to  you  the 
British  ^-jnbassador .      {Prolonged  applause,   all  standing.  )-:: 


■I 


M 


TI'E  }r£V  IHTSHSST  IN  EDfJCATIOlT 
2.  IH  GEEAT  BRITAIN 

Sir  Auckland  Goddes, 

thii  British  Arn'oas^^d-r. 


Address  vlslivered  at   the  Nr;.ti:;nal  Citizens  Con^erenco  .;n  Edacaticn, 
Washingt.-^n,    D.    C,   at   the  General  Sescicn,    Friday,  May  21,    1C:00  A.M, 

Mr.    Chairman,    Ladies  and  gcintlemen:      I  pi'..pcse   t*"   If   a  thing  this 
e  rning  which  I  practically  n^ver  do,   am  ti^at  is  r  ^ad  a  papsr   inste^^d 
ci  aaking  a  speech.     There  is  a  good  doal  tc  be  said,   and  1  dc  not  want 
tc    weary  ycu,    therefore,    I   will   speak  cl'-sely  tc   the;  words  I  have  written. 
They  arc   t'.e   shortest   set  cf  words  that  I   cruld  fine,  tc   ccver   the  grctind. 

EECEt'TT'   CIIANGES  IN  BRITISH  EIUCAIION. 

3IP.  AUCKMNL  GSDDE3,    BRITISH  A^.IB/xSSACOE  TO  Tl-Ii:  UITITED  STATEE. 

"ASHIHGTOK,   D.    G.     i.1ay  21st,    1920. 

May  I  profrxe  niy  short  acc-unt   ;f  certain  change  i  v» hi ch  are  taking  place 
in  British  elucatim  "by  a  short  profession  ;f  faith? 

I  dc  not  believe  that  in  matters  educati:nal  any  cciintry  can  copy  the 
forms  and  machinery  cf  education  thought  cut  and  elabc.rated  by  another 
country.      I  have  held  to   this  faith  v/ith  tenacity  and  not  -.vithout  pugnacity 
en  cccasicns  v/hen  I  as  an  eiucati:.nist  was  asked  tc  adept  methods  in  vcgue 
in  ether  countries.      I  said  then  as  I   say  new  -    'A  systo'n  of  educati:n  to 
be  effective  must  grow  cut     of  the   scil,    cut   : f  the  genbis  :f  the  people. 
The  most   I  can  do   is  tc   familiariae  myself  with  the  met-uds  and  ideals 
cf  other  coimtries  and  then  in  its  own  good  time  my  mind    will  sift  cut  the 
good  in  them  from  the  bad,    the  applicable     frca  the  inapplicable,    and  will 
apply  them  tc  its  cwn  problems. 

ICncwing  that  I  hold  this  belief  I  feel  sure   tliat  y;,u  will  e:.:cneratc 
me  from  any   supposed  desire   tc  thrust  upcn  y:u  fcr  acceptance  aay  3ducati:nal 
form,   pattern  -r  ideal,    and  ycu  v/ill  accept  me  for  'what   I  am,    a  siaiple 
reporter,   v/hc  is  glad  to  have  this  cpport-unity  of  telling  y.u  of  what 
he  knows,  has  seen  and  thinks. 

One  further  warning  and  then  my  path  is  clear.     No  reporter  who   deals 
with  a  subject  about  which  he  is  an  entlmsiast  can,   hrwever  hard  he  m^y   try, 
av'jid  cclo-uring  to    some  extent  in  its  passage  thr-ugh  his  a.ind  the  m^-ttor 
which     he  reports.      I   therefore  ask  yru  first  to  credit  me  with     a  desire 
to  report  accurately  and  fairly,   next   to  debit  me  with  a  certain  incapacity 
to   report  otherwise  than  as  I   see     things  after  they  have  been  soaken  in  the 
dye  vats  cf  my  understanding. 

Here  at  once  we  come  to  the  vcrj"-  heat  cf  the  problem  of  education, 
for  the  peicd  of  education  cf  th&  individual  is  marked,   whether  we  will  it 
or  no,    by  the   transformation  cf  the  mind,    colourless  perhaps  in  early  child- 
hood,   (though  I  am  not  quite  sure  :f  that),   into   the  rich  and  inexhaustib).e 
dye  vat  -which  wecall  the  educatt^d  mind.     There  are  ether  processes  in  pro- 
gress simultaneously,   but  the  end  cf  eduction  is  tc  turn  cut  minds  that   see 
facts  in  a  certain  cdlur .     You  professional  educationists  may     question  the 
accurac^r  of  my  belief  and  may  say  th^t  I  am  juggling  vdth  words  that  I  am 
calling  prejudices  colours  and  that  everyone  know  the  effect  cd  education  is 
tc  got  rid  of  prejudicies.       I  used  tc  believe  that     only  I  know  now  that 


oir  Auclclsnd  Geddes, 

S    3 

I  was  \vrcng,       Tlie  effect  cf  sduc2.ticn  is  tc  produce  a  set  of  super  refined 
prsjudices  v/hicii  are  not  really  prejudices  in  any  ordinary  meaning  of  the 
v;ord,    so  I   shall  ccntant  myself  with  repeating  that  the  educated  mind  in  an  in- 
ttxliaustihle  dyo  vat.     It  will  dye  anything. 

The  path  is  now  clear  so  let  us  begin.     The  w)%r  shewed  us 
Briticns  many  things  in  a  new  light  and  cue  of  Uie  diost  important  things 
that  we   saw  or  thcvight  we   sav7  was  that  ,the  old  social  order  wl-.'ch  had  stood 
the  tsst  of  time  was  not  going  to   stand  much  longer  and  that  in  order  to  make 
the  transition  from  the  old  to  the  new  possible  without  catastrophe  we  had 
tc  get  busy  first  to  bring  every  adult  female  as  well  as  male  into   the  circle 
cf  responsible,  citizens,   next  to  do  our  utmost  as  sfpeedily  as  possible  to 
equip  those  citizens  or  at  all  events  tho  recruits  to  their  iiumbers  with 
educated  minds. 

It  was  this  thought  that  made  Mr.  Eisher,  British  Minister  for 
Educ^ticn,    say  in  February  1917-  "The  proclamation  of  Peace  and  Victory  will 
summon  us  not  to  complacent  repose  but  to  greater  efforts  for  a  more  enduring 
victory.     The  future  welfare  of  the  nation  depnds  upon  itx  schools," 

Then  we  who  were  in  ^arliment  set  to  work  to  modify  the  law  to 
givp  the   following  results; 

1.  To  extend  the  age  of  compulsory  attendance  without  exemption 
to  14,   or  to  15  or  16  by  local  ly-law. 

2.  To  provide  medical  inspection  and  treatment  and  physical  wel- 
fare before,    thrdugli  and  after   school  to  the  age  of  18. 

3.  To  establisli  nursery  schools  for  children  between  two  and 
five  and  six. 

4.  To  establish  a  system  of  compulsory  continuation  (part  time) 
sshool  attendance  ultimately  to  18, 

5.  To  arrange  for  the  promotion  of  poor  but  able  puplis  by  a 
system  of  scholarships  and  maintenance  grants  past  the  higher  rungs  of  the 
educational  ladder   in  the  hope  that  in  the  future  the  nation  may  have  the 
best  mental  capacity  of  all  its.  sons  and  daughters  to  draw  on  for  its  service 
instead,  of  having  to  content  itself  with   such  brains  as  a  comparatively 
limited  class  happen  to  produce, 

Incidentally  we  made  a  certain  number  of  administative  changes. 
Ue  concentrated  the   supervision  ever  the  activites  and  welfare  of  children 
and  adolescents  in  the  hands  of  elected  local  education  authorities.     Ue  also 
dealt  with  the  inspection  and  supervision  of  private   scjools.     Next  we  did 
our  best  to   decentralize  control  by  preserving  and  strengthening  the   indepen- 
dence of  local  authorities,   by  Extending  their  powers  and  functions.      The 
control  of  these  authorities  was  designed  to  becade  effective  by  central  insist 
ence  on  minimrun  standard  with  encouragement  through  grants  to  advance  as  far  as 
possible.     Finally  the  cost  of  education  was  divided  equally  between  lacftl 
and  national  taxes. 

This  represents  in  brief  form  our  attempt  in  the  field  of 
education  to  provide  the  facilities  to  make  possible   the  realization  cf  the 
ideals  for  wl'.ich  the  war  was  fought,     Ifind  it  difficult  to  conceive  of  any 
educational   scheme  more  fully  imbied  with  the  spirit  of  sane  democarcy. 

One  of  our  ideals  has  perliaps  been  more  unsparingly  ridiculed 
than  the  rest-  the  proposal  to  found  nxirsery  schools,     I  notice   the  ridiculers 


w 


Sir  Auclclaxid  Geddes 

are  either  childless  pr  else  are  the  s^rt  of  people  whc  maintain  at  ccnsiderabje 
expense  their  own  homes  the  very  sort  of  bursery  school  which  v/e  are  setting 
up  for  the  use  of  all.   Iw  is  easy  to  make  merry  and  tc  draw  pictures  of  tiny 
tots  with  hern  rimmed  spectacles  toiling  v/ith  grea*-  tomes,  but  the  facts  are 
otherwise*.   The  piirpose  of  the  nursery  sncools  is  not  even  to  teach  the  three 
R's,  but  ^y  sleep,  food  and  play  to  provide  the  opportunity  fv*' .  little  children 
to  lay  the  foundations  of  health,  habit  and  a  responsive  personality,  v/hich 
is  just  what  every  nursery  in  the  world  is  supposed  to  be  doing, 

I  have  not  time  to  enter  into  many  det^-ils,  but  it  is  necessary 
for  me  to  s^y  this-  that  physical  training  is  to  form  part  cf  the  weekly  work 
cf  each  pupil  up  to  the  age  of  adolescence. 

The  secondary  school  (age  rai'ige  at  least  12--17,  may  be  10-18) 
has  not  been  neglected  and  the  arrangjients  there  are.  of  considerable  interest, 
Tlieir  xvork  tends  to  fall  into  two  parts,  the  generalized  part  up  to  about  16 
and  th3  part  which  may  be  specialized  above  thstt  age.  The  curriculum  for 
the  generalized  part  may  be  smmarized  as  follows: 

Iliis  must  provide  instruction  in  the  English  language;  and  literature, 
at  least  c ne  language  other  than  English,  geography,  history,  mathematics, 
science  and  drawing.  The  instruction  in  science  must  include  practical  work 
by  the  pupils.  In  addition,  eitier  within  or  ■.\dthout  the  formal  curriculum, 
proviiiicn  must  be  made  for  organized  games,  physical  exercises,  manual  in- 
struction and  singing. 

For  girls,  needlework,  cookery,  laundry  work,  housekeeping  and 
household  liygiene  are  culpulsory  subjects. 

For  the  specialized  part  of  the  curriculum,  if  that  be  taken,  the 
work  is  foTinded  upon  the  general  education  before  15  and  consists  of  special- 
ization along  line-a  on  which  «ie  pXpi.1  has  already  shewn  ability.  In  every 
course  there  must  be  a  substantial  and  coherent  body  cf  vvcrk  taken  by  all 
pupils  in  one  of  these  three  groups  (a)  Science  and  Mathematics  (B) Classics, 
viz:  the  civilization  of  the  ancient  world  as  embodied  in  the  languagss, 
literature  and  histry  of  Gresce  aiid  Ecms,  or  (C)  modern  studies,  viz:  the 
languages,  literature  and  history  of  the  countries  of  Westci;n  Fur  op  in  medieval 
and  modern  times  and  th-a  sattlement  and  development  of  North  and  South  America. 

In  all  advanced  courses  adequate  provision  has  to  be  made  for 
the  study  and  writing  of  the  English  language  and  of  history  and  geography, 

A  word  perhaps  may  be  useful  on  the  subject  cf  science  teaching 
in  the  secondary  schools.   It  Ims  been  laid  down  that 'the  course  should  be 
self  contained  and  designed  to  give  special  attention  to  those  natural  phenomena 
which  are  matters  of  every  day  experience'.  In  fact  the  object  of  the  science 
cours  is  not  to  train  specialist  but  to  give  seme  acquaintance  to  each  c^ld 
with  the  principles  involved  in  the  daily  observed  phencm'sna  from  the  ringing  of 
an  electric  bell  to  the  construction  of  a  eodern  building  and  to  give  a  first 
peep  tc  enquiring  eyes  into  the  Fairyland  of  scisnoe,  so  that  these  whc  have 
special  aptitude  tc  tread  its  thorny  and  stony  tracks  delig/.t  and  may  not 
be  ignorant  (tf  the  paths  which  load  in  its  direction. 

Beyond  the  seconiary  schools  stand  the  Universities,  but  cf  them  I 
have  net  time  today  to  speak.  Not  that  there  is  nothing  to  say  about  them. 
There  is  more  perhaps  than  ever  before.  Tl^ey  are  palpitating  with  new  life, 
new  thought,  new  energy.   But  of  one  side  of  adult  education  I  must  speak  - 
adult  education  for  people  who  have  tc  earn  their  daily  bread  and  can  only  de- 
vote a  small  part  of  each  day  tc  educational  studies.  -  I  do  net  mean  technical 
sducjvtion.  Tliat  on  the  whole  is  fairly  well  provided  for  in  most  parts  of  the 
country  -  but  historical  political  economic  and  cultural  education.  There  is 
a  widespread  and  growing  demand  for  this  in  all  parts  of  the  country.-  "■.-■. 
histo-t-    i  -U*: 


Sir  Aucklamd  Geddes. 

national  machinery  lias  not  yet  teen  elaborated  to  meet  tl'-is  demand,   but  in 
co-untless  ways  in  countless  pl'ices  facilities  ar«  being  provided.      Soon  the 
situation  will  begin  to  clai-ify  itself  and  as  it  cT-'.rifies  will  come  a  ••   •    ■■.. 
coherence  th^at  is  still  lacking. 

Sc  much  fcr  the  rcadiinery.      I  have   sltetched  it  in  its  broadest  outlines 
only,   because  the  machinery  by  itself  is  nothing  -  it  is  the   spirit  which 
gives  life,    and  that  you  may  begin  to  understand  one   spirit  which  inspires 
our  educational  machinery  I  must  ask  you  to  bear  wa.th  me  while  I  describe  for 
a  few  moments  the  ideals  which  animate  the  new  Britain.     First  you  must  realize 
that  Britain  is  thoroxighly  democratized.      Its  Government  is  in  fact  more  im- 
mediatelj'  and  directly  under  the  control  of  the  people  than  that  of  our 
country.       Outside  observers  are  inclined  to  think  that  becsuse  th*;  head,  of 
our  State  is  a  King  there   is  seme  iqysterions  subtracticn  from  the  peoples 
pov/er  through  what  I  hear   seme  of  you  call   'The  King  business".      It  is  not  so. 
ye  like  calling  our  hereditary  president  a  King  because  its  his  old  home  with 
a  wealth  of  association  and  because  we  h^ve  the  deepest  affection  for  him 
and  admiration  for  his  and  his  family's  service  to  th3  State,   but  in  truth 
and  in  fact  King  George  has  a  good  deal  less  direct  power   tl'ian  the  occupant 
from  time  to  time  of  the  office  of  President  of  the  United  States.     Next  cur 
Cabinet  is  day  by  day  responsible  to  Parliament.     If  it  cannot  find  a  majority 
there  to   support  it  on  all  matters  of  principle  it  must  go  out  of  office  or 
else  get  a  new  Parliament  that  will  support  it  returned  by  the  electors  and 
finally  the  Government  has  to  appeal  to  the  people  through  a  dissolution  of 
Parlisiment  at  least  cnce   in  five  years  and  when  it  does  appeal  practically 
every  man  and  woman  has  a  vote . 

The  day  to  day  responsibility  of  the  Cabinet  to  Parliament  and  through 
Parliament  to   the  people  hag  this  effect  -  politics  are  a  staple  interest  at 
all  times  tc  all  Lien  and  all  v;cmen.     Vfe  have  of  ccurse  periods  of  mere  in- 
tense interest  and  periods  of  less,   but  the  general  level  of  interest  is  fair- 
ly high.     These  facts  color  the  whole  of  >:ur  edacaticnal  practice.     Education 
with  us  is  tending  to  become  leas  and  less  directed  towards  the  ccnscious  end 
of  simply  fitting  a  man  to  earn  his  d3.ily  bread.     Man  does  not  live  for  or  by 
bread  alone.      If  he  does  he  is  hardly  v/crth  keeping  alive.     He  is  a  member 
of  a  family,   a  tradesunicn,   a  club,   a  city,   a  nation,  a  church.     He  is  a  human 
personality  witli  some  thing  more  than  a  pair  of  hands  condemned  to  toil  at  will 
of  another.      He  has  intellectiial  and  aestetic  taste   (only  too  often  cramped 
and  undeveloped)  and  moral  principles.     He  believes  in  liberty,   justice  and 
public  right  and  has  shewn  himself  prepaire  d    to  give  his  3ife  for  thes*   things. 
Each  is  a  citizen  and  every  citizen  regardless  of  his  social  position  or 
wealth  has  claims  •s^iich  are  prior  tc  all  economic  on  him-claims  of  opportu- 
nities tc  enable  him  tc   fulfill  his  manifold  responsibilities  as  a  member  of 
widening  social  groups  fran  the  family  tc   the  comminity.     His  responsibilities 
are  no  less  if  he  be  a  ship's  riveter  than  if  he  were  a  naval  architect.     The 
locomotive  fireman  is  no  less  a  citizen  than  the  railway  director  or  the  most 
wealthy  railway  shareholder. 

In  short  the  aim  of  education  in  Britain  cannot  be  vocational  -  it  must 
be  nothing  less  than  a  preparation  for  the  vdiole  of  life.     If  you  followed 
my  brief  summary  of  the  machinery  of  education  you  will  have  noticed  the 
stress  laid  both  in  primary  and  secondary  schools  upon  the  English  language, 
English  literature,   geography  and  history,   vdth,   in  the  later  stages, 
some  science  and  some  knowledge  of  at  least  one  ether  country.     You  will  hags 
noticed,    too,    the  drawing,    the  music,    singing  at  all  events,   and  games  -games 
fcr  character,   organized  games  for  team  work.     All  directed  towards  the 
making  of  the  citizen. 

There  is  of  course  a  danger  which  has  tc  be  avoided-  tlj:ougli  the  spirit 
in  which  this  education  is  given.     V/e  all  know,   who  does  not,    the  type  of 
half  baked,   half  educated  puppy,  male  and  female,  who  from  the  pinnacle  of 
doleful  experience  attained  between  the  age  of  20  and  25,   looks  down  with 
pitying  contempt  on  all  th^  grown  and  hearty  men  who  have  dared  to   say  a  good 
word  for  life   since  the  beginning  of  the  world.    (Applause)       Yoxmg  proj^ets- 
and  who   that  is  young  is  not  something  of  a  prophet  -  tend  to  be  prophets  of 
woe,   which  they  tell  us  can  only  be  escaped  by  what  we  elders  call  revolution. 
Young  thinkers,    speakers  and  writers  are  apt  to  suffer  most  uncomfortably  from 


Sir  Aackland  Geddes 
5        ''^ 

Let  me   qnote  from  Robert  Louis  Stevenscn:- 

"It  would  be  a  poor   service  to   spret  "t  culture,    if  this  be  its  result, 
aruong  the  comparatively  innocent  and  cheerful  ranks  of  men.     \7ben  our  little 
poots  have   to  be   sent  to  look  at  the  ploughman  and  learn  v/isdora,   we  mast  be 
careful  hew  we,  tamper  with  our  plcuglman.      7Si3n  a  man  :'.n  net  the  best  of  cir- 
c'jmstances  preser/es  composure  of  mind  and  relishes  als  and  tobacco,   and  his 
wife  and  children;   when  a  man  in  this  predicament  can  afford  a  l?.sson  by   the 
way  to  w:iat  are  called  his  intellectual   superiors,    there  is  plainly   something 
to  be  lost  as  well  as  to  be  gained  by  teaching  him  to   thirik  differently.      It 
is  better  to  leave  him  as  he   is  than  to  teach  hi:.i  whining.       It  is  bett«£ 
that  he   si.ould  go  without  the  cheerful  light  of  culture,    if  cheerless  dcubt 
and  paralyzing  sentimentalism  are  to  be  the  ccnssquencs.     Let  u?:  by  all  means 
fight  against  the  hid£-bound  stolidity  cf  sensation  and  sluggibliness  of  mind 
v/hich  blurs  and  discolorizes  for  poor  natures  the  wor.acrful  pageant  cf  con- 
sciousness.     Let  us  teach  people  as  much  as  we  caii  t::  enjoy  and  they  will 
learn  for  themselves  to   sympathize;   but  let  us  sec  to   it,   above  all,    that 
ws  give  these  lessens  in  a  bi-ave  vivacious  note  and  build  the  man  up  in 
ccurage  vAAle  we  demolisii  its  substitute,    indifference," 

I  hope  new  that  meaning  is  gradually  emerging  from  my  heterodoxj-  - 
that  the  cultured  mind  is  like  a  richly  filled  dye  vat  and  that  the  object 
cf  education  is  to   select  the  dj^es.     A  mcment's  thought  and  we  can  name  four 
cf  them,   -  courage,    cheerfulness,    sympati.y  and  soi^e  htimility.     Ihese  are 
spiritual  dyes;   there  are  also  historical  pignents  which  are   so  different 
that  they  are  really  of  a  different  kind  and  sliould  be  thought  of  separately. 
To  itiake  ag^  msaning  plainer  let  me  take  an  example  from  my  owti  ejicperience. 
Twenty  and  more  y^jars  ago  there  were  two  brothers,    one  largely  educated  in 
England,    tho  other  in  Scotland.     The  English  educated,   as  a  boy,   hated  and 
despised  the  French;   the  Scottish  education,   at  the   same  age,   adriirsd  and- 
sentimentally  loved  them.     Both  minds  were  approximately  egoally  cultured 
but  they  wer3  differently  charged  with  colour.     The  ejcplanation  is  simple;   for 
centuries  England  and  France  were  enemies,    Scotland  and  Frnna^.  allies.      The 
school  histories  of  England  and  Scotland  reflected  this  and  the  resialt  was 
as  I  have  said.       (Lavighter  and  applause)  So  you  can  pass  through  the 

whole  range  cf  tho  results  of  education  and  you  will  find  the   same   sort  cf 
thing  true. 

Anyhow  beyond  the  machinery  of  education  rjid  the  avov/ed  purpose  of  'edu-- 
cation  and  the   spiritual  aspect  of  education  stands  the    colour  of  education. 
As  a  matter  cf  fact  the  mc st  vitally  interesting  thing  to   foreigners  in 
connection  with  any  national  education  is  this  thing  I  call  its  colour. 
It  ultimately  matters  more   to  your  State  Department  than  any  other  thing  in 
the  v;hcle  range  of  their  manifcld  duties  to  inow  the  colour  of  the  education 
boing  given  in  the  British  Hipire,    in  France,   in  Germany,    in  all  the  countries 
of  South  America,   yes,    in  all  the  countries  of  the  world,    for  if  your  Secre- 
tary of  State  knows,   let  us  say,    the  French  colour  of  education,  he  will  know 
how  thiat  nation  will  be  thinking  ten  years  hence. 

Now  the  present  British  educational  colour  I  can  tell  you  something  abcat. 
It  is  strongly  anti-malitarist  and  is  as  it  has  always  been  intensely  friendly 
to  you.        As  a  matter  of  fact  it  is  almost   too   sentimental  about  you.      It 
presents  you  so  favorably  as  tc  misrepresent  you  slightly  and  the  result  is, 
the  common  people  of  JEhgland  are  apt  to  be    surprised,   perr,^ps  even  a  little 
disappointed  when  ycu  are  most  yourselves,   but  at  any  rate  it  is  a  most  friend- 
ly ;^nd  appreciative  colour.      I  trust  that  nothing  will  ever  l^ppen  to  change 
its  tint,   but  I  would  be  less  than  candid  if  I  did  not  say  this:- 

The  teachers  of  England  are   in  the  main  young  men  whose  minds  have  been 
ploughed  and  harrowed  by  the  war.     Their  eyes  see   things  less  through  a  veil 
of  tradition  and  custom,    and  if  there  ever  were  a  time  that  could  be  fairly 
called  anxious  in  this  particular  respect  it  is  this  time.     The   same  I  believe 
is  true  with  the  parts  reversed.       Now,    is  the  day  both  for  political  and 
educational  statesmanship   so   to   think  and  so  to  act  that   the  colour  of  the 
historical  education  given  in  the   schools  of  all  lands  is  fair  and  true  and 
jl  sympathetic  to  the  real  virtues  that  every  great  nation  posses  and  when  it 


WT 


iir  Auckland  Geldeu 
7. 

;i  tc   Joal  with  their  vices  and  'backslidings  as  it  cnist    (.3Very  nation  has 
:lj-ck  Images  in  itc  history),    it   sHcald  sec    iil:at  the  peigjective   is  kept  true 
.nd  fair  cjid  thb  extenuating  circiJEistances  hcnestly  presented.    (Prolonged 
.pplause) 

There  is  still  one   thing  Cicre.     Bsyond  tho  machinsry  sifscts  of  education, 
jeycnd  its  avowed  piirpose,   beyond  its^iritual,   'beycnd  its  cclcur,    stcjiids 
.ast  greatest  and  most  precious  cf  all-  the  care  of  the  ego.      I  used  to   tell 
7  assistants  to  remember   that  those  ten  words  cf  VJalt  'ilhitman's  "ITothing, 
lot  God;    is    greater  tc   one   than  oneself  is"  contained  if  they  v/ould  only  dip 
Lesp  enough  into   them  all  the  Law  and  the  Prophets  for   then  tc  remetiher  in 
relation  to   their  pupils. 

r.iere  is  another  saying  of  VJalt  'Tliitxnari's  that  a  teacher  l:as  to  r&ciouiber 
'There  is  no  object  so   soft  but  it  makes  a  hub  for  the-  wheel's  universe." 
Stevenson's  coraaent  on  tlas  is:   -  "Eightly  tinier  stood,    it  is  en  the   softest 
:f  all  objects,    the   synrpathetic  :.eart,    that  the  wheel  of  society  turns 
sasily  and  securely  as  on  a  perfect  axle." 

Tliis  completes  my  s'lrvsy  for   the  heart  cf  the  Britisla  public  mads  wonder- 
;ully  sympathetic  by  the  war.     Shining  through  its  Department  cf  Education 
.8  the  organ  -.i^iiich  v/ill  protect  and  nourish  the  millions  of  young  British 
sgos  each  more  important  tc   itself  than  God  -  remember  they  are  young  - 
aid  will  provide   the  axla  upon  which  the  gr-'-at  educational  machine  ox   its 
iwn  creating  will  revolve  as  it  sl^iapes  and  moulds  t}:e  future  not  only  cf  the 
^piis  entrusted  tc  its  care  but  also  of  the  nation  wl.ich  it  is  my  highpriv- 
lege  tc  represent  here  among  you.  (Prolonged  applause,   all  standing^ 


e, 

CC:uiISSIOiiER  CUr.l:^.         For  the   Secretary  of  State   I  have  been  re- 
quested to  rrake   this  explanation:       He  was  detained  in  reaching  the  theatre 
this  morning  because  of  about   the   time  -/5  was   Z -z^  .  Ing  horce   he   found   it  necec- 
sary  to  go  to  his  office  as  he  had  not  expected  to  do, and  a  very  important 
matter   i:nportar.t  matter  has  corae  up  requiring  him  to  return  iimied lately,  iwd 
he   has  thorefoiP  aslcel  me  to  make   this  exp'i^nation  tc  yon  ard.  tell  you  ho\7 
much  he  regretted  he  could  not  sit  with  us  and  presiae  over  the  meeting  this 
morning. 

Our  traditions  of  education   from   the  beginning  have  'bee:i  vory  la'gely 
those  that   have   come  to  us   fron  the  Mother  Country,   arri   it  has  toen  a  great 
pleasure,    and  I  am  sure  it  will  be  a  lasting  memory  for   \ts   to  havre    this  morn- 
ing this  account   of  the  new  interest  in   education  in   Crert  Pri'-aa". 

For  many  years  our   interest  in  education  in  the  Republic   of  •i'rance 
has  been  increased  more  and  more. For  certain  phases   of  education   ,  we  have 
looked  to  that  country,   and  the   interest  has  been  raised  to  a  vt' y  high  degree, 
because  of  their   faithfulness   to  the  idea  and  their  rjerotion  to  the   c?use  of 
education   through  the   untiring  years  of  the  war,  and  returning  to   it  now  for 
the  rebuilding  of  the  nation.     V>/e  have  the  pleasure  of  ^^having  vrith  us   this 
morning,  as  the  representative  of  the  French  Embassy,  frof.    Chinard,   of  the 
University  of  Paris,  who  will  tell  us  of  the  new  interest   in  education  in 
France.      (Prolonged  applause ,  all  standing. )  •  '     _ 


IHE  IffiW  INTEKEST  IN  ESUCaTION  IN  FRANCE 
By 
Prof.  Chinard,University  of  Paris. 

Mr.   Chairaan,   ladies  anJ.   gentlemen:        If  your  Chairman  permits  me,    I 
would  like  to  make  a  correction  to   the   introduction.      I  am,   it   is  true,    from 
the  University  of  Paris,  but  at   the  present  time  am  also  very   closely  connected 
with  John  Hopkins  University,   and  consequently  I  am  youi'  neighbor. 

The  French  iimbassador  was  tinavoldably  detained  in  New  York,  aid 
he  asked  me  to  convey  to  your  Convention  his  best  heartfelt  wishes  for  the 
success  of  your  meeting.  (Applause)  Those  of  you  who  know  the  deep  interest 
always  taken  in  educational  matters  by  the  Irench  Ambassador  will  deeply  re- 
gret his  absence,  and  I  am  sure  I  am  going  to  disappoint  you.  I  shall  do  my 
best,  however,  to  acqtiaint  you  with  the  life,  aspects  and  recent  changes  and 
developments  of  the  educational  system  of  France. 

(iit  this  point  speaker  read  from  manuscript  which  was  not   turned 
over  to  the  Bureau  of  Education     to  be  given  this   office.       Repeated  ef- 
forts have  been -rnade  by  long  distance  telephone   to  get  in  touch  with  Prof. 
Chinard  but  it  has  been  iiipossible   to  get  hira.       If  possible  to  secure  his 
manuscript  at  a  later  date  it  will  be  irrmediately  sent  and  can  be  added  to 
the  bornid  copy. ) 


Il 


the 


I  to  us  Lr?  JrthoJeSnfSd  states!    ""^  °'  '"''""  """°"'  ""^  "^  -ry  Mlp- 

could  rs^re"  ::  ^^^J-^Z^S?'   '  "i"'  "*  Pa^.»arloan  union  *o 

♦-^  >,o„=  ^     C  spci..  tor  all  the  Latm-American  countries,    that  we  wiaYsd 

to  have  such  person  on  this  program,   in  ardar  th^t   .ve  might  l^no-v  somerhin-  Inri 
have   It   presented  to  us   l-^re  to  take  away  as  a  jart  of  ttf  iSression  of  fht^ 
Conference  upon  th.  country.   -  the  ..merican  Ee^^^hlic  to  LeXuth  o?  i     t^t 
v.e  are  more  ^nd  more  interested  in.  and  more  and  n^re   ciasely  co  iectef^it^ 
in  so  many  ..ays.  are  doing  in   education.-   ani   I  v^s  immediately  iX^,:!  Tll^ 
the  Minister  from  Urugvay.  Dr.   Jacobo  Varela,  vho  has  taken  such  an  interest  in 

LtTnZlr-""^  '^"'  r."'^'^^  *°  '°  ""^  ''    ''■"  ^^^  °^^  ^°""^ry.   could   sp^akJor 
L^tin-American  countries,  and  he  very  kindly  consented  to  do  so;  and   I  J^ve 

great  pleasure  m  presenting  to  you  the  Minister   from  Uruguay.    (Prolonged 
applause,   all  standing),  "^iJ«fc>«a 


urn:  KE7  iirrzRES?  lu  educaiion  in  latin-aiericak  countries 


By 


Hon.   Jacobo  Varela,   the  r.!inlster   from  Uruguay. 

=«  »     v\^^  '^r^^ff^^i  *°  ^^^^'^  °^  *^  educational  situation  in  Latin  iaverica 
ILl-^T^Vr.  J^  ''''  continent  of  the  South    there  are  many  nations  with  s^lar 
problems  to  solve,  speaking  the  Spanish  ani  Portuguese  language?    united  in 
history  and  in  ideals.  Nobody  wishes    more  energetically  than^l  tl-rsolidarity 
of  the  Latin  .onerican  peoples  among  themselves  and  with  the  Uhited  States,  your 
great  country,     ^jany  benefits  will  be  assxired  to  all  the  iimericas  from  this 
understanding  and  closest  friendship.     But  my  interest  for  this  ideal  does  not 
prevent  me  from  seeing  that  with  reference  to  educational  matters  Latin  iimerica 
is  only  a  geographicnl  oxpression.     IherG  are  regions  in  which  public  instruc- 
tion is   in  a  rudimentary  condition,  and  disheartening  the  proportion  of  illiter- 
ates.    !Phe  climate,    tho  sparse  population  n6t  only  prevent  the  diffusion  of 
education,  but  also  of 1 tho  other  blessings  of  civilization,     the  efforts  of 
wise  Governments  and  the  work  of  time  will  bring  surely  progress  and  culture 
to  those  lands,  but  at  the  present  time,   the  education  in  said  lands  is  inter- 
esting only  to  study  the  means  to  bring  about  ameliorations.       In  other  coun- 
tries, education  has  attained  a  high  degree  of  progress  and  development. 

If  you  take  tho  Latin  American  peoples  as  a  whole,   the  total  figures 
could  not  show  the   significance   that  they  N-xiuld  have   if  the  progress  had  been 
more  uniformly  distributed.     Their  primary  schools,   however,   counted  by  tens 
»f  t'.«u3ands,   and  their  secondary  schools,   equipped  v/ith  advanced  material, 
number  more   than  seven  hmidred  with  a  student  population  in  this  grade,   ex- 
cluding Brazil  and  Mexico,  estirrated  at  126.000.     There  are  also  400  normal 
schools  and  numerous  agricultural,   commercial  and  industrial  institutes. 

In  my  own  country,   the  Republic  of  Uruguay,  primary  instruction  has 
reccivr;:.  preferential  attention  from  the  Government  and  from  the  people.     Gin" 
public  schools  are  our  national  pride,   the  principal  institution  of  our  country, 
our  hope  in  a  better  and  enlightened  future. 

The  methods  are  advanced,  practical,  adapted  to  our  necessities;  greet 
care  is  devoted  to  the  health  of  the  pupils  and  to  physical  exercises;  the  nev; 
buildings  have  r.ll  the  ccmforts  required  for  the  new  conception  of  peda  ,o:>-\'-. 
The  tchool  is  ftot  like  a  prison,  regarded  with  fear  or  with  displeasure  by  the 
children;  to  learn  joyfully  is  our  formula,  and  -^ve  r^^alized  it.  JThe  nvonber  of 
our  schools  in  Uruguay  has  grown  in  recent  years  in  a  proportion  so  v/onderful 
that  shows  perfectly  our  interest  in  the  matter. 


f 


n 


li 


Hon.    Jacobo  Varela, 
4.  10 

Today  v/e  have  thr^e   times  moro  than  in  1906.      It  is,    I  thinlc,  a  good 
record  in  14  years. 

Better  than  figuros,    I  would  like  to  find,   in  crder   to  impress  your 
minds,  some  fact  having  tha  force  of  a  symbol,   which  rno-y  show  how  ardent  is 
the  feeling  of    my  pgoplo  for   education.     Llontovidoo,    the  capital  of  Uruguay, 
is  a  modern  to^vn  vath  all  the  attractions  of  civiliza-:ion.     Lord  Bryco  has 
said  of  Montevideo,  as  reminded  the  other  day  in  the  '"Sun  and  Ncv;  York 
Haralk",    that  it  is  tha  place  in  Latin  America  in  -,iii«Jh  a  European   .vould 
like  to  remain  for  life.     In  this  tovji  that  has,    I  voi.turo   to  say,   some  of 
th(i  charms  of  lyour  wonderful  Washington,  may  I  say  of  our  washington?- 
there  are  not  the  profusion  of  cornnemorative  monuiront!)   that  adorn  tho  capi- 
tal of  the  United  States.     There   is  in  Montevideo  tilt  novv,   porhpps,    only 
one  great  artistic  monument  erected  by  the  gratitude    5f  the  people  to  the 
memory  of  one  of  their  servants.     It  is  not  destiiod   a>  honor  tho  memory 
of  some  warrior,   of  come  "caudillo"   .vho  became   fanout-  in  the  past  in  tho 
then  cronic  South  American  revolutions.     It  honort    tha  reformer  of  th3  pub- 
lic education,    the  champion  of  educationr-.tistanded  to  all  classes.     UBais 
fact  shows  tho  predilection  of  the  people  for  the    loaders  of  public  instruc- 
tion.    Do  you  not   thinlc  that  a  people  that  has  sucli  inclinntior-s  is  In  the 
right  way?     I  am  proud  in  saying  that  it  is   the  morunient  to  my  father.     By  a 
happy  conception  of  the  sculptor,   tho  monument  shov?:^  on  one-    side   tho  figuros 
of  a  group  of  children  and  of  rustic  men  receiving  rho  benefits  of  education, 
and  on  the  other  side   tho  same  group     sorao  years   latsr  transformed  by  tho  in- 
fluence of  the  school,   in  respectful  attitude  before    the  effigy  of  the  Law. 
Of  this  magnitude,    in  fact,   has  been  tho  influence  ol'  tho  expanded  education 
in  my  country. 

I  cannot  resist  to  the  desir-   of  expresciiig  to  you  the  part  that  in 
this  great  -.vorlc  belongs  to  your  country  for  its   inspiring  example.     Moro 
than  forty  years  ago,  my  father,  a  young  man  an:KiouE  of  more  culture, 
aiTived  in  the  United  States  on  a  voyago  of  business  and  ploasurc .     Hs  also 
desired  to  study  the   si^irit  of  your  lofty  democracy  and    "^o  be  abla  to  bring 
back  somo  of  your  v,-elfar2   to  his  then  unfortunate  native   country,  devoured 
at  that  timo  by  incessant  civil  wars,  ar.d  by  tho  ambitiomi  of  politicians 
and  domostic  militarists  as  dangerous  as  international  militarism.     His 
vocation  vvas  not  fixed  at  that  time.     Patn  put  hira  in  touch  with  the   thon 
Minister  of  the  Argentine  Republic  to  the  United  Statf^s,  Mr.  Sarmionto,   one 
Of  th:;  greatest  men  over  produced  by     Latin  Amc^rica,  and  one    of  tho  first 
educators  of  our  Continent.     V.^at  must  I  do  for  my  country?  -asked  the 
Uruguayan-     You  must  study  the  education  in   the  United  StatGti,  and  follov/ 
this  example  and  inspire  enthusiasm  for  this  cause   in  Uruguay. 

Bio  counsel  was  followed,  and  bogan  a  formidablo  campaign  in  Uruguay 
in  favor  of  compulsory  public  instructions,    free,   rational,   without  distinc- 
tion of  so  called  social  classes,   or  religions  or  factions.     Groat  was  the 
resistance  opposed  by  prejudice  and  by  blind  igncxranco   ;   but  the  fruit  of 
tho  victory  has  been  priceless.     Wo  havo  v;on  in  tho  struggle  the  true  self- 
government.       Wo  have  no.v  a  system  of  government  conceived  by  ourselves  for 
our  nacessities,   good  government  in  tho  book  of  the  Constitution  and  in  tho 
reality  of  tho   facts,  pacific  people,   respectful  of  tho  lav;s,   anxious  for 
learning  and  loving  the  groat  ideals  as  proved  during  the  war  '.'dth  the  un- 
limited and  virile  adhesion  to  you.     All  this   is  the  final  result  of  the 
expanded  educajrion. 

It  is  necoBsary  to  inspire  passionate  interest  for  public  education 
in  all  classes,    in  all  countries.     The  work  is  above  factions  and  frontiers 
and  has  a  human  character   in  the  pressnt  moment  of  histor/.     We  must  show 
that  the  lifo  of  men  is  not  complete  until  he  has  made  an  effort  in  favor  of 
public  education.     I  agree  with  the  statement  of  the  wise  men  of  old,    that 
the  destiny     of  the   individual  is  fulfilled  only  with  the  begetting  of  a  son, 
tho  planting  of  a  tree  and  the  writing  of  a  book.     I'fritton  a  book  or    to  do 
something  in  the  interest  of  public  education,  whether  in  money,    in  actions 
or   in  propaganda,   or  even  in  that  constructive  s;7mpathy  so  helpful  to  tho 


Ron.  Jacobo  Varela, 

6.  U. 

Kissionaries  of  this  noblo   idnnl«     Indiferonco  is  almost  a  crima.     ^e  peoplo 
in  all  deroocracios  must  demand  of  all  candidates   in  public  Qlecilons,  re- 
presentatives ,   govornors,  mayors,  not  iters  promises,  not  pompous  programs, 
but  his  record  in  the  pase   in  favor  of  public  education,     'fhis  duty  nobody 
has  the  right  to  escape,     w'ithout  convocation  all  the  citizens  -.vero  and  are 
ajobllized  for  this  great  crusade. 

For  several  years   I  v5fis  a  member  of  the  National  .Congress   of  my 
country.     Absorbed  in  international  and  financial  problems,   I  did  not  give 
the  attention  thao   I  v,anted  to  the  educational  nscossitias  of  the  country. 
I  would  be,  ho'wever,  ashamed  if  I  -rore   obliged  to  say  that  I  did  nothing 
in  the  matter,   but  this   is  not  the  truth.     I  am  gratified  to  say  tteit  I 
proposed  and  obtained  from  the  Congress  an  increase  in  the  salaries  of 
school  teachers.     The  teacher  is  the  master-key  of  the  school.     The  course 
of  study  may  be  excellent,   %7ise   the  organization,  but  if  the   teacher  is  not 
it  the  height  of  his     mission  the  effort  will  be  vain  and  sterile  the  w&rk. 
(lo  matter  hov/  potent  may  bo  the  influence  of  the  family,   nor  hor?  great  the 
vitality  of  the  race,    if  the  teacher  is  incompetent,    the  people  will  soon 
De  on  the  road  to  decadence. 

The  teachers  are  among  the  first  citizens  in  a  democracy.     "Democracy 
/ithout  education  as   its  comer  stone  is  a  contradiction  in  terms.     How 
jan  a  people  govern  itself  when  it   is   in  a  state  of  igncrance?     Usually, 
so-called  democracy  in  ignorant  nations   is  only  a  mask  for  despotism;   that 
las  been  in  the  past   the  sad  fate  of  several  Latin  American  peoples,     \7ork 
'ork  for  education  and  true  democracy  will  ajjpear  as  naturally  as  the  fruit 
it  the   tree. 


11 


12. 


COLn.!ISSIOi;H?  CL-'^XTOK:     The  Republics  of  Airerica,   —  the  Democ»aoies, 
are  all  new,   and  they  all  look  hopefully  to  the   future.     Wis  same  kind  of 
spirit   and  program  helpful   to  one    is  helpful  to  •^.  _,  and  it  will  be  an   inspir- 
ation to  us,    I  am  sure,   the  words  that  h-sve  been   siid  by  the  Minister  from 

Uruguay. 

This  program  this  morning  is  divided   into  two  parts.      This   first  part 
tended  to  give  us  at  this  time  a  message   from   the  other  countries  so  mach  in- 
terested in  education,    those  -/ith  which  we  are  so  catSsely  connected.      It  was 
hoped  that  v;e  might  have  a  message   from  Canada  direct,  and  I  invited  the 
Minister  of  Education   of  Ontario,   who     unfor*. '.ir;-"?  ly,  bera-jr?  of  other  duties, 
could  not  accept  the   invitation.      I  granted  hin  to  toll  you  of  some  very  recent 
legislation  that   is  very  progressive.      I  had  the  pleasure  of  being  in  Ontario 
at  Toronto,   about  a  year  ago,   at   the  meeting  of   the  Ontario  teachers'  Associa- 
tion, and  I  learned  there  at  first   vliat   of  course   I  already  Iciev/  at  second  hand, 
and  through  our  office,   that  they  have  provided  for  a  universal  system  of  hi^ 
school  education;   and  vvlthin  the  next  few  years  high  school  education  will  be 
practically  as     common  in  the  province  of  Ontario  as  elementarj'-  education. 
They  regard  it  as  necessary  for  the   productive  life,   for   industry,   for  agri- 
culture,  and  for  citizenship,  and  I  wanted  the  Ccmmissioner  of  Education  of 
Ontario  to  tell  us  about   that   particular  phase   of  their  new  prcgress  in  educa- 
tion. 

The  second  part  of  this  program  this  morning  contains   two" subjects.      I  am 
going  to  ask:  first  a  man  in  Washington,  and  our  Congressman  ^hom  we  have  learned 
to  kno-:?  in  all  parts   of  the  United  States,   as   the  friend  of  the  Public  bchools, 
as  progressive   in  his  thoughts,  as  the   friend  of  the  Ainerican  school   teacher,— 
I  learned  to  ioiow  him     soom  after  I  came   to  '^-ashirgton  as  Ccmmission  of  Edu- 
cation,    ^""or  the   last  eight  years  he  has  been  the   consistent  friend  of  the 
Bureau  of  Education.     Some  years  ago,   when  I  had  given  test  irony  to  the  Appro- 
priation COirmittee   of  Congress  for  the  Bui*eau  of  Education,    I  happened  to  be, 
wdiile  the  estinate  w.s  still  under   consideration,  before    the  Education  Committee 
for  another  purpose,  and  I   briefly   outlined  the  estimates,    the  purpose  and  their 
amount,  and  immediately  '"r.   Towner,  of  the  Committee,  moved   that  the  Ccrcmittee 
on  Education  put   itself  en  record  for  the  entire  pror'ramas  submitted. 
(Applause)        I  have  aslced  hi-n  to  speak  to  you  briefly   on  "Education  as  a  Na- 
tional  Interest."       I   take  grea  t  pleasure  in  presenting  Hon.   Horace  M.    Towner, 
Eepresentative  from  Iowa,      {Applause,   all  standing.) 


EDUCATION  AS  A  ITATIONAl   INTEREST 

By 

HOHi  Horace  11.    Tov;rer,   of  Iowa. 

IJr,  Chairman,    ladies  and  gentlemen:     I  assume   that  every  man  in  America 
vAio  is  an  American  citizen  has  an   interest  in  education.      I  would  be  justified 
in  assuming  from  that  that  there  was  a  national   interest  in  education.     Hovever,. 
I  presum.e  that   the   subject  which  I  am  expected  to  discuss  goes  further  t'lan 
that.      It  means,   as  I   interpret   it,   —  V/hat  can  the  Nation,   the  National  Govern- 
ment do  to  aid  and  assist  the  states  in  the  education  of  their  people?     Immed- 
iately v/hen  we  consider  that  subject  we  are  met  with  the  Constitutional  ques- 
tion»   —   the  Constitution  of  the  United  States  does  not  give  to  Congress  the 
power     to   control  educati&n,   and  the 'national  government  has  no  pow^r  except 
that  which  is  given  to  it  by  the  Constitution;   so  that    initially  v:e  find  that 
the  National  Government  has  no  pov/er  to  control  education   in  the  Iftiited  States; 
^t  we  find  that  there    is  another  provision  of  the  Constitution  which  allov;s 
Congress  to  make  appropriations  from  the  National  Treasury  for  anything  that    in 
its  judgment  will  make   for  the  general   welfare   of  the  people  of  the  United  States 
And  so  a  great  many  years  ago  we  consnenced  making  appropriations  from  the   Treas- 
ury of  the  United  States  and   in  other   ways   in  aid  of  education.     We  commenced  by 
granting  immense  tracts  of  lande  to  states   in  aid  of  education  for    the  establish- 
nient  of  their   common  schools,     \te  established  the  land  grant  colleges  of  \^Tich 
you  heard  ]^  st  night,  and  we   supported   them  with  grants  of  lands  and  with  appro- 
priations directly  from  the  Treasury.       V/e  have  also  fron  tirre  to   time  put  v/i th- 
in the  various  bureaus  and  departments   of  the   gover  ment,  educational   interests, 
and  have    granted  to  them  funds  to  carry  on  their  v.ork.     Buf  unfortunately  we 


a  ffiep:.rtnBnt  of  Education ^UppiXj-f f J '"^'^'^  ^"^"  ^^o,   have  created 
President's  cabinet.       it   is  a  disS«L  .      Jt^  '^^  °^^^  ^^  ^  '^^'"^^^   of  the 
teen  so  before,      it  is  a  d  sgrace  tT^he  Vrn -^'/^J'"^  ''^'"^  '^^  ^^  ^^«  "^^ 
aione  aniong  the  nations  of   tS     orl?  T     .^^  ^^^^""^  *^*  ^^  ^^^"^^^  ^^ost 
pri.T.e   interests,  and  departments  of  t^?  ■■nalan^  education  one  of  thD 

us  a  member  of     the  cabinet  or  the  ni??.f'''"n'^''''  ''''''  '''  ^^^  '"'^^   ^^^^^ 
Sducation  ought  to  be  nov:  a  mer^ber  f-  thM'     °f  ^^"'""'  Cn^.mlssioner  of 
Because  there  is  no  other.  aSno^rJater  ^T      T-"  '^''""' *     ^'^^'^^^^^ 
anywhere  else   than  the  ed^lcaSon  of  Se  Je^oM^!''   "" {^i^l^^  '*^'"'  °" 

appointrr^nt   of  f  Secret^^o"  mucation''T";^°^'  Education,  and  by  tte 
conraon   school  system    -ithin  tht  ^n  .        '  '^^^  ^®  placing  education  and  the 

already  said  to'^Jou   that  .?  cTvllnll'r    "     l'}''.^'^'^^  eOver.^.nt.      I  have 
have  no  idea  or  supA"es?ion  nf  S.t^.i      "^'■^'"  '''  ""'^  "'^  <^^  '^"*  i"'^®"^  ^^ 

It   i.true    that  "'C    tL "iSf  to  StTo''^^-'''^  ^'^ "^  '"   '^^  °"'^"^^' 
pov;ers.      For   instanro     va  m/^  r         :°  ^rant   to  certain   Timbers  of  tte  cabinet 

the  Congress   ^ISs  t  o  the  Unft^fBt  ^'^'  Secretary   of  V/ar  powers  because 
army  al  the  na^^     It  i^  frno  .^    .^         '  ^"^  '°  Congi-asn  coutrol  over  the 

tai^o.ers!  Ssei^^^x^t^  SnS^?  ^:h?r";j:::?f^:;:siir 
4^n^  f^i^i^rturr^ofv^r ''""\^  '^^^^"  ^"^  -  ^^-  --^^^  ttreiSt. . 

To  controf  a^  ill  t,:r.«         f^  ^°"  ^^^'^  ^^'^  "^^'^-       Congress  has  no  por«r 
L  ^°?^^°^  agiiculture,  and  does  not   see>  to  do  so,  and   in  the  creation  nf 
ttet  iepartrrant  we  said  it  v^s  for  the  purpose  of    foster.'ng  Jgric^ltiJe, 
'^J^iT.  grant  annually  hundreds.   -  no,  not  hundreds  or  millions,   but   tens 
Not  tn  .^n^.°i   dollars     for  the  support  of   the  Depar.tr.ert    o^  Agriculture. 
^ot  to  control  a^-T-iculture,  -  no  one  has  ever  suggested  that;   no  active  con- 
trol has  ever  been   cKercised  by  any  Secretary  of  Agrical  t^a-.^,   but  for  the 
purpose  Of  aiding  and  fostering  and  elevatin-  and  rcaidng  eifective  the  agri-. 
cultural   interests  of  the  United  States.     And  so  \ve  have  doi-.e  v;ith  labor. 
*'e  nave  created  the  -department  of  Labor  and  nade  its  chief  a  secretary  and 
a  TCmber  of  the  President's  Cabinet.     But  he  does  not   seek  to  control'  labor. 
It  is  to  foster  and  protect  and  elevate   the   interests   of  the    laboring  men 
of  the  United  States   that  this   is  done.     And  nay  v.-e  not  aid  t.ie  states  and 
foster  education  and  assist   it  just  as  thece  other  -in torects  }iave  done? 
Is  it  possible    that   it   is  coneidered  that   the  development   of  agriculture   is 
of  greater   interest  to  the  people  of  the  United  States  than   thi)   development' 
and  encouragement  of  education?     Is   it  mox-e   im,portant   that  r/e   thould  appro- 
priate millions  of  dollars  every  year  for  th^  reduction  of  hog  sholera  than 
that  we  should  appropriate   something  at   least  for  the  reduction  of  illiter- 
acy?       fiUB  hogs  and  cattle  are  of  more   importance  and  interest   to  the 
people  of  the  United  States   than  their  ov;n  children?         I  think  that  question 
ans'.vers   itself.       ^nd  so   I  take  it,   I  believe   that  rrhenever  the  ijuestion  is 
fairly  and  satisfactorily   examined,    it  must  be  the  judgrnent  of  intelligent 
people   that  v/e  should,  as  a  duty  and  as  an  encouragement  and  to  tring  about 
efficiency  in  the  aiding  by  the  national  government   in  the  cause   of  educa- 
tion  in  the  United  Statee,   consolidate   these  various   interests,   and  make 
thorn  more  effective  by  the  creation  of  a  Department  and  the  ajjpoir.tment  of 
a  Secretary. 

Nov/  we  have  about  fifty  different  departments  of  the  govenment, 
not  departments,  but    sections,  divisions  and  bvireaus,  devoted  to  eiucations-l 
purposes,      we  nov/  appropriate,  llr.   Commissioner,  more  ttem  vl2P»000,000  a 
year    from  the  national   treasury  for    educational  purposes.        They  ought  to 
be  co-related.     They  ou^it  to   be  broijght  together.      Those   interests  must  be 
brought  together,   and  considered  together,  ■■hen  r/e  adopt,  as  v/e  shall  very 
shortly,  a  budget  system,      (applause)       And  then  v/hen  this   is  done,    I  hope 
that  almost  immediately  v/ill  follow     the  lav/ v/hich  v.dll   create  a  depart- 
ment of  education,      (applause) 

I  am  sure   I  need  not  say  to  thlf    audience  the  necessity,   —   the 
tremendous  necessity  that  exists  for  aid  from  the  national  government  at 
this  time.     \7e  ha-^,  as  we  all  kno\'/,  and  deplore,  a  condition  of  affairs 
in  the  United  '^tates  -vhich  is  nothing  less  than  a  crisis   in  educational 
matters.       The  ceneus  of  1910  v/as  rather  a  satisfactory  ceusus.     V/e  found 
there  v/ere  only  fivo  million  five  hundred  thousand  people  in  the   United 
States  that  could  not  read  and  jn-ite,  an:  ".•e   found  there  v;ere   only  three 
million  five  hundred  thousand  men  and  vomen  who  could    -ot  speak  or  read 
or  vrite  the  English  language;   and  v/e  -/e  said,  —  "Oh,  we  are  getting 


I 


14.  .  •     . 

along  fine.'   fine!       V/o  have  cne   hundred  millions  of  people,  and  'of    course  this 
small  percentage  of  illiteracy  i  s  nothing  to  be  particularly  alarrred  about. 
It   is   tme   it  places  us   in  ninth  place  among;  nations   of  the  ■'•orld;   that  most 
of  the  civilized  people  are  ahead  of  us.     But   then  v/e  are  prospering;    -e  a-r 
getting  along  finely.     Dverything  is    going  along  all  right;   until  the  -ar 
carno,   until  the  examination  of  the   registrants   far  the  purporo  of  determining 
the  availability  of  the  young  men   between  the  ages  of   21  and  31  years   of  age' 
for  service   in  the  defense  of  the  United  States,  when   it  was  found  that  24% 
nearly  one-fourth  of  all  the  young  iren  of  the   United  f^tates  compelled  to  make 
answer,   to  make   disclosure,   to  subject   themselves   bo  examination,  —   th^.t  near- 
ly one-fourth  of  the  young  men  of  the  United  "^tates  could  not  read  intelligent- 
ly a  navspaper,    could  not  write  him  a   letter   to  their  pxvents,   or  read  one 
which  they  had  received,  could  not  read  the   si{.ns  and  notices  and  orders   that 
were  posted  about  the  camps.      Thousands  of  them   could  not   undor-'.tand  the   or- 
ders that     were  given,  did  not  knov/what    "halt^"  and  "forward  march,'8  mea;it , 
and  "shoulder  aiTr.s.'"       Hiat  was  the  condition  that  existed,  and  then,   if  there 
is   anything  on  earth  that  would  make  us  believe   that  education  was  a  nati  onal 
inverest,  we  found  out   that   oui'   national   defense  wxis   impaired  by  illiteracy 
and  ignorance,   —25^,   250  men  out  of  every  1000,   250  thousand  out  of   every 
millian,  and  those   that  had  been  already  pressed  into  the   service,    because   they 
were   ignorant,  were   taken  out  of  the  ranks  and  sent   to    soldiers'    schools,  and 
those  that  had  not  already  been  sent   into  thr    ranks  were  placed  in    schools  or 
sent  •■here  they  might  become  educated  enough  at   least  to  afidarstand   the  neces- 
sary duties  of  a  soldier  and  ]earn  ho-  to  spell  "cat"  and  "dog"  and  be  able 
at   leatt  to  sign  their  names  and  know  that  when  the   officer   said  "halt!"  that 
it  did  not  mean  "forward  march:"         Such  i  s  the   illionmnating  disclosure  that 
was  made  at  that  time.  I  am  sure   I  regret   in  the  presence  of  these  foreign 

representatives  of  other  governments   to  rake  a  confession  of  a  condition  in 
tho  United  States.       Do  you  say  to  me  that  that  isn't  a  national  danger?     Do 
you  say  to  me  that  whent these  conditions  exist  the  safety  of  the  public   is 

not  placed  in  peril  both  because  one-fourth  of  the  men,   who,  imder   these  con- 
ditions,  we  call  to  the  service  cannot   efficiently  serve   in  defense  directly 
of  the  countiTT,   and  because   in  a  free  government  which   depends  upon    the  choice 
of  men,   that  choice  must  be   Intel'' : gent 3y  exercised  if  it   is    safely  exercised. 
^'6  cannot  entrust   this  precious   treasure  of  liberty  which  we  hs-ve  gained  at 
such   great  cost,    and  which  if  we  are  willinr  to  preserve  at  any  costs,  —  v^e 
cannot  entrust  this  to  the  men  who  cannot  read  the  ballots  which  they  cast, 
(Applause)     ;.nd  who  must  be  told  how  they  will  vote,    before  they  cast  their 
ballots.      Of  all  the  danger  that  can  be  imagined,  to  me  theri   is  none  great- 
er than  this.         This  Republic  of  ours  which  we  so  love,   which  v,-e  so  hope  to 
preserve,   which,  as  you  have   heard  today  is   to  most  of  the  world  holding  its 
promise  of  perpetual  liberty  and  happiness  £6r   the  people  of  the  world,   if 
we  v^ould  preserve  these   thinp  'to  must  preserve  an  intelligent  manhood  ani 
vrOTanhood  in. -jnerica.     Unless  v;e  can  do  that,    I  believe  that  wo   ought  to 
understand  at  once  that  we  cannot     tell  "hether  or  not  thi s  Republic  can  pre- 
serve itself  and  perpetuate   its  present  form  of  government.      If  the  Repulbic 
can  preserve  an  intelli^ent  citizenship  fxr  the  deterrdnation  of  its  J^ties 
and   the  defense  of  its  rights,   then  I  believe  that  the  Repuolic  ^all  be  eter- 


edictions  of  history.      I  cannot  believe,  mv  fellow  citizens.men  anu   .u^^, 

hifyou  "ill  :efuse  to  do  your  part  in  staying,    in  preventing  any  sucn  cal- 
a:  itous  c  end  it  ions   from  folio- ;ing. 

mv  I  cannot  speak       longer  about  these  matters.     There  are  two  or 

syete^of  the  United  St='^!./*'f4^ffJeSny ''Stern   1^1*3  inception, 
„hen  vra  set  up  a  piece  of  '«"='""^'^^.*,?;'" /after  it  Is  in  succesafnl 
v,e  see  v;tet  defects  exists  and  re^i/  iSuraiffiSlties,  ™  say,  "Oh, 
ep.r,..tion,  afterje  h.,e  -rco«  the  vn.tijl  diffi^o^^   ^^.     ^^^  ^^^.^  .,^, 

the  thing  is  working  tmeiy. 


15. 


we  have  dene  v-ith  the  common   school  system  of  t]^  United"  States.     Do  you 
suppose  that  unless  we  have  dons  that  that  ve  v,'o-!:ld  allo'.v  present  coidit:  or.L- 
to  exist,    \-;hen  th;  average  salary  3p:i?ld  the   school  teacherin  the  Uni  ted  ■Eir't 
v;a6  only  ^640  last  year,  and  7;e  p.aid  the  sciub  v;oman,  r/orlcing  in   the  public 
buildings  in  the  District  of  Columbia,  0240  more  than  that  ivery  year,  and 
the  carpenters  troroushout  the  United  States  received  an  average  wage  of 
more  tfen   fcvice  that,   and   the  "briclc  layers   of  the  United  States  received  an 
average  v;age  of  more  than  three  tines  the     average  ^^age  of  teachers?     Is  it 
any  -vonder  that  eighteen    thousand  of  your  schools  are  closed?     le  it' any 
\-onder  that   forty-tvo  thousand,  of  them  are  taught  by  teachers  that  are  in- 
competent  to  teach,   and  ought  not   to  lie  allo'.'-ed  to  enter  a  school  room  as 
teacher?  Is   it  to  "be  v;cndered  at   that  tr,-o  hundred  thousand  young  men  and 
young  women   vho  never  even  haTe   gone  throuch  the  grade  schools  are  nor? 
teaching  school  in  the  United  States?     That's  the  condition  that  exists, 
because  the  peoiale  of   the   United  States  have   gone  3v;ay  and  ieft  the  comm.cm 
schools  to  taire  care  of  themselves.      I  hope  that  the    interests,  —   I  hope 
that  the  feeling  of  the  people  of  the  Uni  ted  States  will  be  so  aroused  that 
v/e  v;ill  bring  back  to  the  profession  the  best   thoughts,   tl  e  best  men,   the 
best  v.omen,   the  most  splendid     service  and  devoted  service  that   can  be  ren- 
dered the   state. 

I  understi-nd  thit   in  Ohio   they  require   the   toachers  to  support  the 
Constitution     of  Ohio  and  tho  Const  itution  of  the  Uhited  States  of  America, 
and     forever  to  obey  its  laws.      I  wish  that  tl'e.t  v.-orp  required  in  every 
state  in  the  union,  because   I  do  not  care  to  pledge  you  to  these  things,    be- 
cause  I  knav  you,    first   of  all,     -ill  do  then,  bet  because  it  ^TOUld  then  be 
recognized  that   there  was  a  state   interest   in  education,  a  national   interest 
in   education,  and  that  the  teacher   in  the  smallest  school-house  out  on  the 
prairiQ-  in  the    voods  v.-ar  a  representative  of  the  United  States  goverrment 
trying  to  help  the  people  of  the  United  i^tates. 

In  that  magnificent  speech  delivered  by  Hon. Wendell  Phillips,  at 
Harvard,  ho  said,   "Despotism  looks,  dovm  in  the  poor  man'  cradle  and  knov;s 
that  it  can  curb     your  ambitions  and  crush  your  v;ill,   but  Democracy  sees  in 
that  baliy  hand   the  ballot,  and  prudence  bids  it  place  intelligence  on  the 
one  side  of  those  baby  footsteps  and  integrity  on  the   other,    less  her  o'-vn 
hearth  be  imperiledV?«hen   Gie  hearthstones  of  America  v.-ill  become  imperiled, 
it  will  not  be   from  foes  '.vithout,   it  "ill  be  fron   fees  v;ithinj  and  the  most 
deadly  foe  to  the   safety  of  America  and  to  the  perpetuity  of  our  Constitu'- 
tional  government  is  nothing  but   illiteracy  and  ignorance  and  the   indiffer- 
ence of  the  people  to  the  common   school  system  of  the  United  States.     I  hope 
to    see  that  condition  remedied,  and     I  call  upon  you   to  go  out  into  your 
respective  districts  and  act  as  evangels  of  the  government  of  the  United 
States  trying  to  av-g-iren  the  people  to  the   conditions   that  ercist,   Just  as 
Paul  Severe  did  when  he  -vent  out   through  the  communities  of  Massachusetts 
to  v;arn  them  of  the  British  danger  that  vfould  come  perhaps  on  the  morrow. 

Gladstone,  v;as  perhaps   the  greatest  liigliah  statesman,   i  f  not   the 
greatest   statesman  of  any  nation  of  the  19th  Century.     He  appreciated  fully 
the  position  and  the   responsibilities  that  xunerica  occupied,   and   in  the 
splendid  tribute  to  r.inerica  v/hich  he  irade  several  years  ago,   he  said:   "Amer- 
ica will  bee  erne   .vhat  xie  are  no-/,   the  head  servant  in    the  great  family  of 
natione,  because  her  service  will  br    the  best."      I  believe  that  prophecy 
•will      'Come     true.      I  belie'/e  that   in  a  large  extent   it   is  now  true."    But  if 
we  will  gain  that   place  and  i©  ep   it,    our    service  must  be  the  best   to  our  <y:m 
people,  and  I   thinic  no  other   sinsle  act   of   service  can  equal  in  i-nportanee 
and  in  vital    interest  the  cause  of  the  education  of  that  people,   and  as  you 
are   today  enlisted  in  the  great  army  devoted  to   furthering  the   interests  of 
education,    I  bid  you  in  this  great  rorlc  God-speed      and  complete  success.  • 
(prolonged  applause,   all  standing.) 

In  the  section  of  country  th2.t   I  know  best  where  my  heart  has  been 
and  rauct  ccntinue    to  be,  we  have  not  been  able,  as  we  have   thought  until  re- 
centlv,   to  do    -hat  we  would  like   to  do,  v.'hat  othert  thought  v;e  should  do  for 
the  education  of  the  children  of  the  people,     -lifter    the  war,  we  were  com- 
paratively poor.     „  friend  of  mine,  a  great  educational  statesman  of  the    . 
south,  was  accustoned  to  £peak  of   the  forty  years  of  wandering  in  the  wil- 
derness, of  poverty  and  uncertainty,  but  ve  are  emerging  and  we  are       •    ■   •• 


lefi.     16. 


interested  in  education   as  much  as  anv  section  of  the  countvv.     I  was 
about   lo  say  more,  becausr?   it's  ^  nev;  and  largex-    interest  just   corning  into 
its  fqlnesE,       We  call  a  public  servant   in  the  south  a  statesman  in  pre- 
portton  as  he   is  interested  in  and  tianifests  >i  s  interest   in  ©ducatior. 
(.;ppla-ase)       A  year  or   two  ago  I  recei'^ed  m  my  morning  rr^ail  at  the  Buran.u 
•  of  Education  a  letter    fr an  a  man  who  said  he  v.-as  to    be  t}£   secretary,   ho 
thought,   of  a  governor  about  to  be,   or  vhc  had  just  been   elected,   and    thii 
thing  he  v^ss  most   interested  in  v;as  the  education  of  the  people  of  his 
state,  and  the  i'mprovtjm^nt  of  the  public  school  syntora  for    that  purpose. 
in  tho  south  v/e  are  a  rural  people.      The  State   of  South  Carolina  is  as  ni- 
ral  as  the  others,  end  v;hon   \-b  spa-^k  of  education  we  mean  principally  tho 
rural  schools,  -^.nd  the  impro^/emont  of  thorn  is  oui*   first   interast;  find  rro 
have  great  pleasure  today  —   I  have  ;p-oat  plcasxare     in  preisonting  to  you 
the  Governor  of  South  Carolina,   the  Hon.  Robt.  ;..   Cooper,    v;ho  '.vlll    talk 
to  us  on  "The  Rural  School  and  the  Rurrl  'Teachor."       "(Applause,  all   stand- 
in,";.  1 


'iCHE  BURilL  SCHOOL  AID   2HS  RURAL  'rrL;.CKER. 
3y 
Hon.  P.obrrt  A.  Coope'r,    Governor  of 
South  Carolina. 


I^.   Chairman,   ladies  and  cront Icmen:       I  ro^pret  that   I  was  so 
situated  that   I  could  not  attend  all    tte   meetings  of  this  conference 
from  the  beginning  on,  day  before  yc-sterday,   until   its  coiclusion.      I  am 
gratified  that   I  can  be  hire  today,  and  say  a  fov  v/ords  on  the   subject  as- 
signed ■me.       ..s   I  understand  this  subject,  v;e  are  to   consider  it,   or  r;e 
desire   to  consider   it   in  its  relationship  to     our  general  educational  sys- 
tem,  because  thj  rural    school,   or  thj  rro"is:!on  for  oducation  in  rural 
comir.unities,   is  necessarily  a  very  important  part  o  f  our  educational  pro- 
blem. Jo  neglect  the  education  of  any  part  of  tlie  population,  as  so 
woll  said  a   fo"/  moments  ago,  not  only   loses   to  the   conmuiiity  and  the  state 
the  offectivo  sorvico  which  that  corar.-.unity  could  rondur,  but   also  craates 
for   other  communities  better  favored, a  p'roblera     and  a  hindrance.     So  ;.Te 
had  as  v/oll   look     the  matter  squarely  in  the  face.       '7o  are  beginning  to 
realize  in  my  section  of  the  country  that   it  costs  less  to  provide  edu- 
cation than  it  does  to  support  and  endure   ignorance,      (Applause) 

I  v/as  interested  a  few  years  ago  in  seme  statistics     from  a 
mountain  county  in  one  of  the  southern  states.        In  loss  than  t-.venty  years 
the   taxpayers  of  this   particular  county  hadspcnt  something  like  Cl^0,O00 
in  the  prosecution  of  persons  who  had  violated  the  lav;  v;ith  reference   to 
intoxicating  liquors.       And  the  persons  who  had  gathered  the   statistics, 
and  V;ho  V7as  making  some  comment  vith  reference  to  thera  said  this  :     Hhat 
would     have  been  enough  money,   and  more  than  enougli,   to  have   provicJya 
adeqiate  educational   facilities   for  every  person  put   on  trial,   r.s  well  as 
the  members  of  hie    family;  and  had  the  county,   instead  of  being  put  to  the 
iieceasity     of  spc^nding  this  large   amount  of  money  in  the   prosecution  ^nd 
conviction  of  citizens  who  had  v/ithin  thera  potential  good,   on  the  contrary 
had  directed  its  efforts  to  providing  adequate  educational  facilities,   not 
only  would  th?;   taxpayers  have  beo-n  in  a  batter  condition  from  a   financial 
standpoint,  but  the  moral  strength  of  that  community  v/ould  have  boon  a 
great  deal  better. 

So  that    in  sper.king  of  the  rural  school  we  cannot   forget  ttet  it 
is  necessarily  the  centre   of  riural  life,   -.nd  decermines   tte   standard  of 
that  ccmmpnity,  not  only  in  its  politicra   life,   but  in   its  social  and  ec- 
onomic life.       V/2  are   carrying  to  our  people,   or  trying  to  do  it,    this 
me s safe  .-Without  educational  facilities,   it  matters  not  what  may  be  th« 
amount  of  the  appropriation  to  sustain  your  rural  school,   to  make  rural 
life     more  attractive,   and  to  give  to  the  average  person  who  is  engaged 
in  agriculture,  a  larger   life,    is  not  a  burden,  but   on  the  contrary  "bo- 
com3S  of  yoiT  dividend  producing  investments.      Now  so  much  in  a  general 
v/ay. 


9.     17. 


'./hit  is    tho  troubl-?  v/ith  the   rtiral   school  anyhow?        j?he  ohief 
Jroublo  v;ith  it  is  it  is  not  equal,  doas  not  f  vrni  sh  e  qtial  education  f;^ci- 
litios  to  the  schooj.  in  ths   industrial  or  mere   densely  populous  coojunity« 
And  v.-hat    is   the  effect?     Why,  iren  aro  doing  v;i-+,   they"  ought  to   do;   -they  arc 
doing  what  their  duty  compels  then   to  do;   thoy  are  moving  to  the  city    and 
to  tho  town  for   tho  purpose  of  sc-curing  for   their  children    the  best  edu- 
cational adv:.ntage8.       v;h:\  t  dees  that  mean  my  friends?     T.'e  have   today  the 
problem  of  the  high  cost  of  living',    caused  Try  r-jason  of   tho   fact  thr.t  we 
are  producing  less  tkm  v/e  sr^  consuming*     '.Ve  are  producing  less  than  fhs 
v.'orld  ncf^ds,   ai:id   until   v/e  get  bac!'-  to    the  fund-jnontal  proposition  that  we 
must   in ci- ease  the  volume   of  production,  v;e  will  have   tiis  problem.     Howard 
you  jijoing  to  do  it?       Do  not  critisise  the  man  77ho  leaves  tho  rural  commun- 
ity.      Ho  is  doinf;  nhat  he   ought  to  do  until  his  state  hp.s  provided  him -.vith 
educational  advantages  which  permits  to  his  children  an  equal  ch?-nce  in  life. 
He  ouGht  to  get  a;"ay.      (Applause) 

So  that   I  look  upon  this  matter  ar-  the  fvaidaTisntal  need  in  our     ed- 
ucation.        Something  was  said  a  while  ago  about  the  salaries  of  teachers, 
and  the   figures  given  you  v/ere  tho  average  of  all  tho  schools,   I  presume   in 
tho  high  schools  and  primary  schools   of  the  country^   in  cities  and  totms  as 
well   as  the  rural  communities.        I  v,T5uld  like  to  see  if  it  is  available.   It 
made  a  statement  as   to  tho  average  salary  of  the  teacher  in  tho  rural  com- 
munity,  because   the  amount  of  salary  provided  determines  our  estimate  of 
the  value  of  the  servicns,   and  our   interest   in   it.       V/c  can  have   in  this 
country  \7hat  v;e  v/Bnt.      i'lMit's  one   lessoo  the  war  taught  us.     'Jo  may  have  v.hat 
v?e  r.p,nt.      In  my  o-rai     stato.if  you  will  pardon  me,   —   I  mention  it  only  be- 
cause I  am  familiar  v;ith  it,   —  during  last  year,   the  year  1919,    I  did  not 
know  before  very  much  about  -.vha  t  v/e  v;ere  doing  in  tho  v,-ay  of  contributing 
financially     ^fy  the  support  of  the   state  ard  national  government,   and  I  find 
that  thiit  little   state,   the  smallest  in  all  the   southpaid  in    taxes  for   state 
county  and  municipal  purposes,   and  tax  to  the   federal  government,  more  than 
fifty  millions  of  dollars.       I  am  not  going  to  tell  you  hov;  much  of  that  •''.'as 
spent   for  education.      If  you  \.'ant   to  know,    I  am   going  to  require  you  to  find 
out,'    ^Laughter)  I  am  going  to  ask  you,   however,    to   come  down  and  see  us 

in  about  two  years,   and  we  vdll  be  glad   to  toll  you  v/hat  we  are  doing! 
(applause)        It   is  not  because  we  ar ''•  not  able   to  do  it,   but,  my  friends,  wa 
have  not  appreciated  the  value  of  the  rural   school,   of  its  fimdromental  part 
in  our  educational  system,  and  v;o  have  had  no  concern  v/hatever  with  the  ru- 
ral teacher. 

V/e  are  hearing  something  today,   in  these  days   in  our  country,   — 
you  heard  something  a  v/hils  ago,   and  1   can  endorse   it,   about  those   in  our 
country  y/ho.  are  not  friendly  to  and  not   in  sympathy  v/ith  our  institutions. 
Some  probably  would  destroy  the   institutions  of  this   go:7Qrnrocnt  if  they 
could.      You  do  not   fi.h.6.  that  in   tho  rural  community.      It  is  not  there.     The 
grestost    ftseeti:  ..    the  greatest  potential  iiaeiBOt  v  in  this  country    today,   in 
sustaining  the   institutions  of  this  government,   you  find  in  the  rural  com- 
munities.       You  find  there  pure  .■uncricanism;   you  find  there  a  population 
an::ious  to  have  a  larger  life;   to  perform  a  larger  part  in  the   support  of 
our  institutions,   and  ider.ls.       V/e  c-yinot  afford  to  no  gleet  that.     V/o  must  ''- 
provide   them  v/ith  educational  facilities*       Let  mc   cnphasize  it,   —  educa- 
tional  f-cilitios  equal  to  thst,      in  any  other  section-  of  tho  state.     No* 
if  you  do  not  do  it,  my  friends,    they  -re   going  to  have   it;    they  are  going 
to  ffio%,  as   I  said  a  while  ago,    to  the  to.vns  and  cities,  and  then   they  be'oom 
a  part  of  the  consuming  rather  thr.n    tho  producing  class .         That's  the  prob- 
lem as  wo  see   it  in  our   section,   ...nd  we  have  undcrtr^cn  to  put   on  a  campaign 
to  ma-t  it. 

bomcthing  else,   —   if  you  create    in   the  rural   communities  of  this 
nation  that  thirst  for  knowledge  which  can  be  created  with  less  stiumulaticr 
'■nd   less    sncouraff^mont  than  in  the    industrial  CuiffinunitiL'S,   you  h'-v:.   not   oni\? 
provided  something  for  thorn,   but   it   is   biggest  asset-    for   institutions   for 
hi '-her  education.        If  you  would  increase  the  force  of  a  stream  you  must  go 
to°its  source,     YOu  cannot  add  to  it  in  any  other  way.     You  mur,t  go  to  its 
source  and  create  ther.i  the   forceathat  you  would  have  to  throughout  that 
v/hole  process  and  the  v.'hole  systeljj. 


This  was   inadvertently  left  out  of   the  Friday  L'orning 
,_  Session     of  ray  21,   1920 

T  want  to    say  fome thine  aliout  the   rural   teacher,    speaking  as  one 
interested     just  as  you  are,  not  as  a  teacher,   but  as  a  person,  who,    from 
observation  and  from  rsadir-g  ^^nd  ctudying  th:.  ^.loblcr,   I  have   sympiithy  with 
^•hjs  person.      It  is  less  attractive  today  for   the  rural    school  tcr.cher  thtm 
anj'  person  I  ioiow  of.     You  knov.',v,-hen  wa  sent  our  soMiers  to  iVance  to  help 
fight  the  battles  for  liberty  jt  was  no   trouble   for  thorn  to  go  over   the  deep; 
it  was  no   trouble  really  for  them  to  breaic  the   line  of  resistance  en  the 
part  of  the  enemy.     Do  you  knov;  why?     Because   they  knew  tliat  back  of  them 
was^   the   sympathy  and  the  support  of  one  hundred  million  people.     !j?he  rural 
teacher  could  handle  this  problem  much  better   if  he  had   th£.t  foe  ling.      No'.v 
I  have  an  idea  it   is  not   so  much  his  compensation  ttet  discourages.      That's 
bad  enough.   Sut  th^t  is  not   the  v/hole  thing.     ll{<t  only  is  he   inadeouately 
paid,  but  he  kno-s  and  she  knows  that  the  public   in  general  do  not  appre- 
ciate, and  if  there  is  anything  that  ••■'ill  discourage,    if  there  is  anything 
that  will  break  the  morale  of  a  people,   of  an  individiml,    it  i s  the   fact 
that   those  v/hom'' thay  are  serving  do  not  properly  support  them.     So  my 
friends,   v/o  v^ant  to  appreciate  this  individual,   this  ir-^-n  or  v;oman,  v;ho  is 
gi'appling  v/i th  thi  s  rural  problem  in   fba  school  room. 

mvinitv     ^^  ^^^"  ^^^^  school  must  be  tho  centre  of  the  life  of   that     com- 

■^'   it 'is  not  a  kindijrgarton;   it   is  not  a  nursery.       a  while  ago  I  was 
glad  to  hear  the  British  government  has  provided  a  nursery  outside   th© 
school-room.      This  is  not  a  place  for  children  sim.ply.      It   is  a  p]aco  for 
tho  training  of  children  for   the  duties   of  life.      I  contend   tliat  the  or- 
gani^tion  of  the  rural   school  is  not  complots  until  everyone  vfho  is   in- 
terested in  it  ic  relatod  to  it  either  as   instructor   or  as  pupil.      If  you 
are  living  in  a  rural  community ^'i  jjid  if  you  are  unable   to  help  the   teach- 
er in  his  or  her  r;ark,   you  ought  to  become  a     me:r.ber  of  the  class  ani  learn 
something  from  ?ier.     Zither  bo   in  service  as   instructor,   that  is,   as  an 
ascistant,  as  a  pirt   of   the  faculty;   if  you  cannot  do  that,    its  very  evident 
that  you  need  some   instruction  yourself.       You  outht   to  become   interested 
in  that  school  and  make    it  function  properly.    ' 

Uov;  I  have  not  the  time   to   speak  of  v/hat  should  be   tho  pcope  of 
that  ©chool,  but  certainly  vre  should  not  stop  v/hen  v/e  feve  provided  instruc- 
tion, as  v.'o  understand  it  ordinarily,     Co     into     the   average  community  and 
see  v.'hat  aro  the  sanitary  conditions.   Oh,    that's  a  problem  for   the  Board 
of  Health?     That's  true,  b;?t  the  rural  teacher  and  the  rural    school  ought 
to  be  vitally  interested  in    that,  because   the  atmosphere-  in  v/hich  the  pu- 
pile  live  has  a  great  deal   to  do  v/ith  the  v.'sy  in  ivhich  they  receive   instruc- 
tion. 

And  not   only  that,  but  the  social    side  of  life;  ipy   friends,  this 
is  true,   not  only  in  rural  communities  but  all  over  this  country.     Cor 
form  of  entertainment  is  so  different   from  what. it   used  to  bel     We- now  must 
have  a  dance  or  some  athletic  game  to  etnertain  our   friends  ,  or  go  to  a 
theatre.      It's  all  right;    I'm  not    criticising  that  ;  but  certainly  there 
ovight  to  be   somethiisin  our  program,   seme   form  of  entertainment,    that  rould 
appeal  to  our   intellectual  side.     Some   interest   croatad  am   ucccming  a  part 
of  our    social  life  v/hich  promises  the   real   improvement.     NO?;,    I  am  appeal- 
ing    to  you  today  on  bohalf  of  all  the  citizenship  of  this   country  whon  I 
make    that   statement.      I  8a\7  a  statement  a  fsv;  yaars  ago  ttet  impressed  m.e 
vory  much.     a.  v/anan  had  written  a  vory  obscene  book,   and  one  of  her  frionds 
who  read  it  vjas  horrified  and  she  said  to  har:     "?/'hy,  v;hy,  did  you  vTito 
that  book."         "V/ell,"  eho  said,   the  public  demandod  it,  and  I  filled  tho 
order-."        We  v;ill  do  v;hat  tho  public  demands.     Let  us  create  a  domarxL   for 
healthy,   sound,   literature  ard  good  reading.      (Applause) 

Oae  other  thing  that   I  v/ant  to   say  in  re-Teronco  to  th.-.s  cubj,ect, 
ajid   that   is  thist       This  country  is  beconlng     rich.      To  my  mind  thcro  io 
one  danger   in   it.      Tho  vory  moment     that  our  material  prosperity  becomes 
disproportionate  to  our  educational  facilities,   —   I  dcn't  cars  hov;  rich 
you  may  get,  hav  mai^,''  billions   you  iray  be  producing,  v>.'hen  your  material 
prosperity  becomes  dieproportionato  to  your  educational   faciiiliea,   you 
need  not  point  to  your  colleges  and  universities,  you  need  not  point  to 
your  armies  and  navies  as  being  th^   sustaining  strength  of  this  government. 


1^-     19. 

VAen  that  conditions  ccmes  arc   is  allov;ed  to  continue  then  civiliza- 
tion is  doorr.od,   unless  all  hiatoiy  is  false.      So  in  this  day  of  our  pros- 
perity it  becomeE  very  important  that  v/e  strenr^-hen  om^   educational  facili- 
ties at   the  most  important  placs,   and  that   is   in   tha  ri;Tal  coramunitiet. 

I  am  sorry  the  Uhited  States  census  v;aa  not  corapleted  "bofore  v/e  ^lad 
this  conference,  or  at   least  before   I  made  this   te  te.      If  you  find  a  to'.-m 
or  a  city  that  is  an  incorprated  tov,n  or  city  v;here  the  population  has  be- 
coD-e    less  or  has  decreased  in  the  last  ten  years,   you  readily  conclrido  at 
once  that   that  tovjji  or  city  is  a   failure.       Something  io  v/rong.      I  am  not 
going  to   conclude  that  at  all,      I  find  out  v;hat  has  been  the  "condition  in 
the  rural  coniraunities  surroimding  that  place.      I  am  sure,  my  frierids,  that 
\7e  are  going  to  find  a   decrease  in  our  rural  population,   and   it   ia  because 
V7e  have  not  provided  our  rural   cammunities  with  adeqmte  educational  facili- 
tie':.  That   io   one  of  .ynerica'c  problems.      I  am  glad  to  stand  here  arfl 

Btate  that  to  you  in  behalf  of  that  particular  division  of  our  population. 

In  the  South,  prior  to  1861,   our  people  all  lived  in   rural  ccnm:\jni- 
tieo.       I  heard  a  gentleman'  say  v;ho  grev,-  vcp  in  those  dayc,   once  that  when 
ha  was  a  boy  he  had  very  little    respect  for  the  man  who  did  not  live  in  the 
country  or  in  London.     He  would  excuse  him  if  he  lived  in  London,  but  he 
had  an  idea  unless  he  lived  in  .      .*  ■    London  he  should  live  in 

the  rural  community.     My  friends,   that  is  changed.     It  is  changed.     I  re- 
pa  at  it  a^in,b8cauGe  v/e  have  not  properly   supported  the  rural  ochool. 

One  other  thing  and  I  sm  through.     'i^h3  rural  school  and  the  rural 
life  promises  to  the  averc.ge  m;in  i^omething  that  every  man  and  ■voman  vsnts, 
scrrethiBg    tliat  humai   nature  alv;ajra  has  craved  and  always  vrill.     ihat   is, 
the  means  of  .oelf-expreosion.      I  believe   that   one   of  our  problems   in  in- 
dustrial conBT.unities  and  industrial  life   is  due   to  the   fact  that  the  average 
man  ic  not  satisfied  to  be  a  part  of  a  machine  to  be  icnorm  as  simply  a  part 
of  a  oomniuhity.       It's   in   the  rural  life,    in  the  rural  communities,  vhere  a 
peraon  may  have  self-expression.     He  has  a  chance  of  development  tint  he 
cannot  have  elsev.herc,  and  v/e  must  keep  a  sufficient  proportion  of  our 
people  in  these  comnunities  ,  and  if  they  are  an  eci-ential  pert  of  our  civili- 
zation,  it's  due  them  that  v;e  shall  provide  them  vdth  the  attractions  and 
the   facilities  necestary  to   give  them  the  ]argeL.t  life. 

lly  friends,    I  thank  you  for    this   opportunity.      I  am  glad  to  say 
these  fev/  words  to  your  Conference*   in  the  hope  not  thit  I  could  give  you 
information,   but   in  the  hops  that   I  might    to  some  extent  give  you  inspira- 
tion, and  let  us  meet  this  all-important  problem  as  ne  should,  recognizing 
alsvayo  this  fundamental  fact  that   if  the  grass  gram  in  the  streets  of  our 
cities,   if  we  can  have  a  prosperous,  contented,  rural  population,   the  coun- 
try is  secure.     But   '-*en  we  fail  in  the  rural  community,   it  ratters  not 

v.'hatever  means   of  defense  you  rray  have;   you  must  build  up  there  and  sustain 
that,   or  our  position  is   false.        (Prolonged  applause) 

COn.'.ISSlOIffiR  CLp-XJOK:     now,    if  you  will  kindly  remain  for  a  very 
few  minutes,  we  will  be  adjourning  shortly. 

MR,   H.E.  MILES I (representative  of  the  National  Association  of 
Manufacturers  and   the  IJatJonnl 'Industrial  Conference, speaking  fr'ii  the 
floor):         I  represent  5,300  roanufactiorers,  and  rise  to  a&c  a  quastion  of 
this  Educational     Conference. 

CCaHJISSIOKER  CL.iXTOK:     "ue  would  be  very  glad  to  have  your  question, 
Mr.   :.!iles. 

M.  MILES:     I  want  to  know  fran  someone   in  authority  vihy  /jnerican 
bvisinesa  ic    not  at  this  conference.      I  would  like  to  put  the  question  af- 
ter the  fashion  of  the  mentality  of  the  men  v;ho  want  the  question  anrwared. 
We  have  heard  from  Uruguay,  and  we  have  he.^rd  from  liurope.      In  God. 's  narre 
wky  haven't  we  heard  from  hcxne?     Mr.   Chairman,    I  would  like  to  kac.v  vhether 
.timer ican  business :   is  not  here  because,   as  in  years  gone  by,   the  educa-tion- 
al  authorities  of  America  think  it's  better    to  v/ork  the  business  man  than 
to  work  with  him;   or  isn't  he  here  because  of  the   five  hundred  thousand 
business  men  who  are  anxious   over  the  business  situation,   ard  aro  talking 


! 


12-        20 

imong  themselves  about  the  business  situation?       The  executive  capacity  of 
the  educators  responsible  for  this  meeting  coull  not  discover  dn  onr  or   tv;o 
KoSths,   one  man  from  business  who  could  coirie  here  nnd  would  cane  here  cxtd  give 
to  the  wonderfully  sreet  and  beautiful  educationajL  mind  here  represented,    the 
contribution  of  business  upon  this  svtoject.       A  ghastly  failure*  this  conference 
v;ill  be   in  the  respect  entertained  for   it   in  the  minds  of  all  the  people   of 
America  that  neither   of   the  great  groups   of  business  men  are  represented  here. 
It   is  to  be  regretted  that   the  teacher  group  must  go  back  without  knowing  tte 
powerful,   the  earnest  desire  of  /jnerican  business   for  the   improvement  of  our 
educational  system,  arxL  the  meai-s  whereby  they  think  the  salaries,    for  instance 
should  be  Increased  from  twenty-five  to   fifty  to  eighty  percent;  and  as  a  part 
of  the  change  that  there    should  be   the  improvements   in  our    educational  system, 
in  the  bringing;  about  of  v;hich  the  business  men  of  America  cannot   bo  left  out. 
My  friends,   you  have   left  them  out.    Ihey  are  not  here.     'Ihcir  word  is  not  ex- 
pressed.    You  can  leave  them  out   in  your  program,  but   thoy  cannot   leave  you  out 
of  their  program.        'fba.y  caniiot  do  it.       \Vhoy  arc  rot   they  here,  Mr.  Chairman? 

•  COM.IISS  lOlIER  CLAXrOM:      I  will  bo   very   glad  to   attempt  to  answer  IJir, 

p'iles'   question.        In  the   first  place,  a  great  many  of   them  are  here.    (Applause) 

have  had  the  pleasure     of  meeting  representatives  of  great  industries,     re- 
presentatives of  chambers   of   commerce   fron  across  the  ocGan»  Ona  of  the  first 

men   that  spoke   in  our  sectional  conferences  was  ,  representing  the 

business  men  of         _  {applause)  with  a  message  of  lar^e  practical  value. 

Second,   every  chamber  of  coiimerce   of   importance  in  the  United  States  was  asted 
to  send  representatives.   Rotary  ^lubs,   Kiwan:-is  Clubs,   all  kinds  of  business 
agencies.       Why  not?         Also  representative  v^men,   —  they  are   on    the  programj 
thay  have  been  represented.     Perhaps  the  business   interests  are  not  so  veil 
represented  on  the  program  for   this  rcasor :     .1  number  of  them  were  i:':vited,  — 
in  particular   one  tir.   'Jchvvab,   of  -^hom  \Be  have  heard  as  a  busirese  man  of  some 
importance,      (Laughter  ard  applauco)     Ho  was  invited  but  could  not  be  present. 
Also  one  Judge  Gary,  who  haf  been  rather  prominort  in  tho  business   life  of  the 
United  States.'    (Applause)     He  'j«3.s   invited  but  could  not  be  present.      Oui  te  a 
number  of  other's  were  invited.        'Jhoy  found  it    impossible  to  attend.      Finally, 
a  program  has  to  bo  made  vxp,  and  when  our  program  was  made  up  it  was  found  that 
it   vas   full.     Possibly   it  has  been  over  full.      I  confess  tho  weakne:;£   of  making 
the  programs  a  little  longer   than  they  sho'-.ld    have  been.     But   it   vas  done  in 
order  that,  as  nearly  as  possible,  every  i:Tterest   of  the  people    of  the  United 
States  might  be  represented;   first,   the  general  educatiorsl  interest   then  the 
interest  of  those  who  are   engaged  in  production  of  various  kinds,  agricultur-^ 
al  production,    industrial  production.     \/e   tried  to  have  represented  as  Etror<j- 
ly  as  any,   those  who  are   interested  in  v/age-earner  s  as  such,  ^^-.d  finally  these 
inftio  are  interested  fron  the  stf.:idpoint  of  statesmanship  in  citizenship,  and 
those  who  are  interested  in  human  cultvtre,   ard   it  was  tho   largest  regret  that 
I  have  had  in  regard  to  the  conference  that  ■    a  man  outstanding  in  tho  busiiiess 
world,    the  product! or^   the  industrial  world,    'ads  not   on   the  program. 

I  think  your  question,  Mr.  Miles,    is  very  v«ll  put,  not  knowing,aa 
you  prob'.bly  did  not,   the  reason  for   it.      I  v/;.6  u.lso  very  regretful  that  after 
some  business  men  were  here,  men  directly  interested,    th_t   we  could  not  zi'^e 
them  plu-ce  on  these  prograrnraes.      It  could  be  done  only  by  displacing  those  who 
v;ere  alrecdy  there.     2here  are  sectional  conferencee,   hov/ever,   four    tlr-t  have 
been  in  session,   —  five  u-"til'nov;.        Yesterdcy  :;ill  persons  ir.    the  rudience  and 
in  the  conference  were  requested  to   distribute   themselves  iii    the  sectional  con- 
ferences according  to  their   interests,  end  I    ffee  1  quite  sure  there  v/as  oppor- 
ttt'.ity  for  them  to  exprosc   themselves  with  regard  to  the  various  phases  of  edu- 
cation,        i.rd   I  v/as  just  ..bout  to  say  thr.t  this  r.fternoon  tliere  are  four    sec- 
tion.-l  conferences  in  which  the  Gonference  .~s  a  whole  vdll  be  distributed  in  a 
different  way  from  what   it  has  been  in  the   conferences  in  the  l^.st  two  dajrs. 
The  first   of  these   sectional  conferecrjes  tj^i  s  :' f  ternoon  is   in   the  Salon  des 
■R-.tions,    it   is  c-lled,   in  the  V/ashington  Hotel.      It  is  the   campaign  conference. 
It  is  heijded  here:   "The  -T-ppe-.l  to  the  people, "  ;..nd  I  am  asking  all  v;ho  are 
defi:;itely  interest  3d  in  making  the   comp.:.ign,    to  givo       briefly  in  a  sentence 
or  two,  probably  not  more  than  two  or  three  minutes.  can  be  given  to  most 

of  the  addresses     or  the  suggestions,  —  any  suggestion  that  they  have   to  give 
in  regard  to  carrying  forwc.rd  this  Educitlon%l  Crmpaign,   that  this  Conference 
is  supposed  to  initi:.te,   or  rr.ther  to  help   fcrvrrd.        'Ihe  secaid   is  on  Health 
ijducatior.,   to  be  presided  crrer  by  Dr.   Hugh  S.  Curamings,    Surgeon.  G-oreral,  Public 
Health  Service,  'u-'ad"!.  aifacvcre  thut  all  business     men  :.re  greatly   intorocted   in 


<. 

A 


21 

that,  not  only  bocause  it  has  direct  relation  to  their  work,  hut  because  of 
the  interest  tht^t  they  tev©  already  manifested  in  so  mary  ways   in  the  health 
of  their  rieople.        The  next  isjv  >  liucation,.  Siteheien,  Americanization, 
Illitoracy,   in  the  Sun  Parlor,   on  the  roof^of  the  Washington  Hotel,     last  of 
all,   to  which  many  persons  will  coce  who  are   in"  irested  from  the  busir.oss 
eidc,   becr.uSG  they  are  the  people  -who  can  help  solve  this  particular  prolil'iE, 
the     salaries  of  teachers  and  revenue.     "-liVi  M  iles  has  said  we  vd  sh  to  -loxx. 
the  business  moi.     V/e  wish  to  ask  them  how  the  work  can  be  done. 

K.  :»I1I3S:    Do  I  understand  there  is  a  representati-'e  of  business  as 
such  in  this  program? 

COIIIISS lOlSP.  CLAXTOII :     I  believe   there  is  not,   sir.     But  we  put   such 
persons  as  promised  to  be  here  on   tJie  program.     Their  names  are  there  merely 
to  make  a  beginning  of  the  discussion  of  the  program,  and   I  am  a^ing  the 
business  men  who  are  here  that  ttey  will  attend  those  particular  conferences. 
I  was  asked,  after  it  v;^8  v/holly  too  late,  to  rake  e  separate  section  on  in~ 
dustrial  education.       After  all,   that  would  have  been  out   of  harmony  with  the 
purpose  of  the  conference,  which  I  think  I  need  not  explain  again.     This  is 
not  for  the  purpose  of  discussing  education  technically.     If  so,  it  would 
have  been  made  up,  —  the  program,  —  chiefly  of  those  interested  in  the   par- 
ticular kinds   of  education.     But   it   is  a  conference  of  citizens,  and  tuose 
of  us  who  happen  to  be     teachers  or  school  officers  are  here  as  citizens 
rather  than  as  educators,     directly.       The  Gk) -pernor  of  South  Carolina,    I 
think,   ej:pressed,   tetter  than   it  has  been   expressed,  the  spirit  and  purpose 
of  this  conference.      He  said   it  was  not  difficult  for  the  iunerican  soldiers 
to  go  over  the  top,  and  to  break  the  lires,  because  they  mnt  with  the 
momenta-n  oS  o  hundred  millions  of  people  behind  them,  whose  good  wishes  ajid 
whose  hearts  v;ere  with  them,     ^nd  that  is  the  purpose  of  this  conference, 
that  the  school  officers,  and  the  school  teachers  who  are  to  meet  this  ^eat 
agency  of  Derr.ocracy,  ma^y  feel  that  they  have   the  people  of  the  United- States 
that  we,   the  people   of  the  IMited  States,  are  giving  them  our  prayers  ard 
our  support.      It   is  a  purpose  to  me  —   I  say  this   in  addition,   —   it  is  ex- 
pected,   let  ite   say  this  once  more,  —   it  is  expected  that   thi  s  conference 
vail  be   followed  by  many  citizens  conferences   throughout  the  country,   and 
the  purpose  of  this  conference  is  only  that  they  may  be  finally  brought  to- 
gether a  statement  and  a  body  of  sentiment,    or  the  recommendation- that  will 
come  out  as  the  national  will,   so  to  spea'k,  on  this  great  subject.' 

I  have  been  asked  a  nimiber  of  times  how  cany  persons,  not  te<?cl;ers 
help  in  this  matter.       I  v/ill  ask  those  to  attend  this  particular  section 
thi  s  a f ternoon  on  "The  Appeal  to  the  People."  Teachers   cannot  carry   forward 
the  educational  campaign,   if  I  may  call  it   such.        I  have  asked  if  the  con- 
ference is   successful  a  number  of  people  have  been  kind   enough  to  say  they 
considered  it  a  successful  conference,   —  I  have   said  it  will  be  pi'0"-en 
whether   or  not   it   is  successful  when  legislatures  have  adjourned  next  year, 
and  further,   in   the  years  to  come.     If  there  shall  be  a  stronger   interest, 
better  coordinatidn  and  raoire   intelligent  efforts   in  the  school  systems, 
and  the   other  educational,  agencies  in    the  United  States.      Once  more  -let  me 
thank  ilr  .  Jiiles  for  asking  that   question.     1,3^  good  friend,   —   I  know  his 
spirit  in  doing  this  and  in  bringing  it  vop  as  he  has,   and  to  saiy  once  more, 
that   it  was  the  regret  of  myself  and  others  in  making  the  program,    that  un- 
til the   program  had  finally  to  be  prirted  and  go   to  the   public,,  it  was  not 
possible  to  find  a  man  that  we  v;anted  to  put   on  the   program,  or" at  least 
none  of  those  vrho  had  been  imlted  accepted  the  invitation.     V-lien  an  invita- 
tion is  sent  v;e  n-ost  wait  for  a  reply,   and  then  you  send  another,   you  'lait 
<:~ain,   and  the  days  had  gone   by  until  the  program  had  been  made  vBp.     I  kra  •, 
ho  •••ever,    and  li-.   Hi  las  v/ill  agree  with  me,   that  the   great  heart  of  the 
bu  Eire  SB  ::eoi:l'^   of  the  L\iite-'    .tav?s  -■•e  v;ith  us, 

I  stow.' 


l4. 


22. 


I  stood  not   long  ago  on  a  platfoim  in  v/Mch  one  of  the  principal 
business  men  of  the   United  States  spoke.     '/«!?   talked  about  the  increase  of 
the  teachers   salary.      He  said  the   salaries   of  teachers  ou§,"ht  to  be  thrre 
times  what  they  are.     ITone    of  the  rest    of  us  dared  say  co  much,   and  I  "^r- 
lieve  he   v.iis  the  largest  taxpayer  in  the  city  ir   vhich  he   lived.     v;e  ■ijjc-; 
thst  we  have   their  hearty  cooperation. 

One   other  thinti'.      The  projpram   for   this  evening  is,    in  a  way,    the 
climax  of  programs  of  the  entire  conference,  certainly  in  the   interest.      It 
v/ill  be  presided  over  by  the  governor  of  toine.       '^hose  v^o  will  speak  will 
speak  to  two  subjects,   —  Citizenship  and  Hvrnian  Culture.     After  all,   they 
are  higher,    in  a  '«ay,   than  re  re  produdction  or  r.-aterial  wealth,   and  other 
things    that  minister   to  the   comforts   of  life;  and  I  hope  that    the  Great  ma- 
jority of  you  can  stay  and  be  present  at  the  V/oman's  Building,   Continental 
llemorial  Hall,    this  evening  at  eight   o'clock. 

Now  if  those  present  v;hom  I  named  in  the  beginning  of  the   confer tjf? 
ence  today,     v;ill  :andly  meet   for  a  few  minutes  on  this  side  of  the  house. 

You  are  dismissed. 

(Whereupon,   at   12:35  o'clock  p.m.,    the  Friday  Ilor'ning  session  v;as 
adjourned. ) 


MIKUIES   OF  FRIDAY  EVEITINQ  SESSION,   EDUCAl'IOKr.L  CONFERENCE 

Hay  21,   1920.  ' 

The  Presiding  Offlcei.',C01.MISSIONER  CLAXTON:  Ihero  has  teer,?, 

i;anded  to  tug  a  telegram,   the   substance  of  vohich  I  gave   to  sona   of  you  ir 
the  meeting  this  aftarnoon  at   the  Washington  Hotel.     It  has  been  hauiler. 
to  rz3  v;ith  the  suggestion  tint  I  road  it  hare.     It  has  definite  relptloc 
to  thi>  vTcrk  of  this  conference.      Ihe   telegram  i?  ^jL^ii  by  CoiTunissioner 
John  H.    Pindlay,   to  Dr.  V/.  S,  Gmiih,  whj   is  director  of  AuericarJ.zatio".  n^ts 
for   the-  state     of  Ne.v  Ybrlc.     Tho  telegram  reads  as  follows: 

"JPhe  Governor  has  signed  both  tills.      In  approving  bill  for 
employing  teachers  in  English,  history  and  civics,   he  rtates: 

•I  regard  education  as  the  best  remedy  f or  mi stalcen  or   false  political 
conceptions.      The  particular  bill  and  the  appropriation  carrying  $140,000, 
making  a  total  of  |390,000  next  x'oar   for  teaching  English  v-'-nd  other 
subjects, — history  and  civics,   to  foreign-born  people   in  the  State  of  New 
York. '" 

iThc  sentiment  which  the  Governor  expresses  hdre   is  not  s  new  one 
in  the  history  of  those  United  States,— "I  regard  education  as  the  best 
temody  for  mistaken  or   false  political  conceptions."     Prom  the  time  of  the 
adoption  of  the  Constitution,   and  earlier,  all  of  the  great  statesmen  of  the 
United  States  have  regarded  it  as  the   only  guarantee  or  the  only  remedy 
for  ignorance  and   for  false   ideas,  and  this   is  thj   thing  that  \7e  h-'.ve  in 
mind  tonight.       It   is  the  reason  that  this  particular   topic  is  put  on  the 
program  to  be  discussed  by  the  able  persons  who  are  to  discuss  it   tonight,- -i-f 
—men  and  women  who  have  given  their  thought  and  their  lives  largely  to 
this  subject.     In  a  democracy  everything  waits  on  the   character  of  the 
citizenship.     We  have  committed  our  desting,   our  private  weal  as   vrell  as  our 
public  welfare,  because  one   is  always  bound  up  in  the   other;     our  wisdom  and 
virtue  —  or   ignorance  and  lack  of  virtue  ~  as  the  case  may  be.   to  all  the 
people,  and  in  a  democracy  there  is  no  safety  except  in  universal  salvation, 
and  education  for  citizanehlp  has  been  from  the   beginning    a  thing  of 
fundamental  importance  to  us  and  of  prime  consideration  in  the  United  States. 

I  have  invited  here  this  evening  to  discuss  this  subject  three 
or  four  persons.     First,   from  the  standpoint  of  the  new  group  of  porsons 
coming  into  active  citizenship,  with  the  power  and  responsibility  of  the 
ballot,  a  woiian  who  is  giving  her  life  to  the  question  of  women's  suffrage,    * 
(name)     Then  I   invited  Bishop  Sheehan,  Rector  of  the  American  Catholic 
University,  who  is  here  v;ith  us. 

V/hen  I  v,as  campaigning  for  education  and  for  improvement  of  the 
schools  in  my  native  state,   iPennessee,   the   one  nan  standing  out  above  all 
connected  with  ths  drive  on  viiom  I  could  always  depend  for  the  most  generous 
aid  was  Bishop  Ihomas  F.   Gailor,   who  is  now  presiding  bishop  of  the  Counsil 
Of  the  Episcopal  Church.     He  v;as  one  of  the    first   invited  and  promised  to 
l>e  hare   this  evening.     He  was  here  this  morning  but  had  to  leave  unexpectedly 
in  order   to  make  an  engagement  in  the  V/est  about  6  o'clock  this  evening. 

Representing  the  churches'   interest,   the   organization  and  fede-^al- 
ization  of  fchurches,   we  have  v/ith  us  Dr.  Robert  L,  Kelly. 

'Ihere  is  one   thing  higher  than  citlj^onship — that   is  hnn^n  culti^re. 
Sweetness  in  life,  and  I  have  asked  a  man  whom  v/e  all  know  has  a  kn'^wlcdgc  of 
personality  and  citizenship,  that  has  stood   for  education  in  highes';  ideals 
in  culture,  I»r.  Bryan,  Commissionor  of  Education  in  the  Sfate  of  Idaho. 

Wq  are  extremely  fortunate  in  having  presiding  this  evening  the 
Governor  of  Maine,   Hon.  George  Milliken. 


lUKU'fBS  OP  FRIDAY  EVENING  SESSION,  EUtJC^nONAl  CaNFERENOB 

Way     21,   1920 

Page  2. 

i30?ERN0R  MILLIKEl!:     Ladies  and  gentlcmenj     I  have  soven  excollent 
^personal  reasons  far    interest   in  educati on— one  of  them  in  college,   five 
in  public  schools  and  one  at  home  too  young  to  gc   "^     school.     But   it  is 
not  for  th3se  reasons,  nor  for  any  otisr  personal  reason,   that  T  n.m  hore. 
I  take  it  that  yju  are  here   from  your  various  states,  and  representing 
your  various  activities   in  community  life  with  the   same  point  of  view 
which  vvas  held  by  those  citizens  v/ho,   from  time    to  time,  assembled  here 
during  the  war  for  conferences  upon  various  subjects  of  public  importance. 
'iVhat  we  were-  asked  to  do  at  this   conference,   if  v;e  had  assembled  hero  t\70 
years  ago  it  would  have  been  for  one   of  these  purposes  connected  with  the 
war.     Vfe  might  even  have  been  asked  to  do  so   trivial  a  thing  as  to   save 
walnut   shells  and  poach  stonas,   as  v;e  \vere  at  one  stage  of  the   conflict, 
becaiose  these  articles,   ordinarily  mcro  refuse,  v;ere  for  the   time  being 
valuable  because  of  their  availability  for  manufacturing  charcoal  for 
gas  masks.         T/hatcver  v.-as  important  for  the  national  defense,  whatever  was 
needed  by  munitions  works,  and  for  use  oversoas,   bocamo  a  matter  of  first 
duty  for  all  citizens  to  furnish.     It  was  not  a  question  of  academic  belief 
about  war.       Tho  ixmorican  people   did  not  believe   in  vnr  and  do  not  bolieve 
in  war,     and  did  not  desire  v/ar.     It  was  the  fact  that  we  were   in  an  emergency, 
thr.t  the     welfare  and  safety  of  tha  world  and  our  nation  depended  upon 
applying  all  of  our  great  resources  to  the  probl^n  of  v;inning  that  v;ar. 

Somebody  haa  suggested  that   the  next  groat  military  struggle  will 
be  in  the  Pacific,  and     tYat  Australia  \7ill  bo  the  prize.     Perhaps  this  is 
an  ideal  topic  for     speculation,  but  the  next  war  is  not  in  tho  Pacific,   tho 
next  war  is  in  the  nr.king.     It  is  now  on.     It  is  to  determine,  not  the 
military  question,  but  tlie   question  as  to  whether  these  citizenship  of 
oviTs  that  has  come  through  the  strain  of  warfare  will  stand  the  strain  of 
p&aoe  and  vdll  resist  the  tendoncies  to  self-indulgence  and  to  oaee  and 
luxury,  and  whether  in  tho  next  generation  this  democracy  of  ours,   this 
citizenship  on  which  our  democracy  depends,  will  prove  itself  to  have  been 
worth  saving. 

And  so  it  is  from  the  point  of  view  of  national  defense,   I  take  it, 
that  we  are  met  here   in  'Vashington,  or,  as  the  Commissioner  has  no  pointedly 
said,   "i?ho  life  of  the  Democracy  dopends  upon  its  citizenship."     Ihe  military 
emergency  through  v/hich  we  have  passed  was  never  so  serious  an  emergency 
as  the   em3rgency  of  citizenship  in  tine  of  peace,   because  military    dis- 
asters a  thousand  times  v/orse  would  not  have  equalled  the  utterly  ir- 
otriGvablo  disasters   th?.t  would  come   if  our  citizenship  fails  in  its 
character, 

I  do  not  knov;  v.tiether  ?-ny  of  you  have   evor  had  the  experience  of 
being  in  a  crov.d.Gd  hall  and  hearing  a  sudden  cry  of  "fire"  in  that  crowd* 
kf  you  have,   you  know  v;hat  ths  ■.7ords  mean.         In  the  physical  contact  which 
lodies  in  the  crov;d,   in  the  rush  for  the  door,    in  the  panic  of  such  action, 
lut  the   feeling  of  panic  of  fire   that  runs   through  the  cro'.^  in  these  circum- 
tances  is  as  real  a  force-  as  any  physical  force  in  the  universe,  and   it 
8  that  force  that  is  determining  the  future  of     our  citizenship,   because 
t  is  that  force  of  community     life  and  commiinity  personality  impending   \ 
n  the  lives  of  growing  boys  and  girls,  and  on  tho  lives  of  those  aliens 
ho  come  among  us  from  other  lands*      that  is   settling  the  average  of  what 
\hi  character  of  these  coming  citizens  will  be—determining  as  absolutely 
as  definitely  as  any  problem  of  mathematics  can  be     determined.     And 
is  because  tho  life  in  school  is  probably  the     greatest  in  the 
i^velopmont  of  tha  common  as  well  as  the  intellectual  life  of  the  average 
ly  and  girl  than  any  other   influence.     It  is     from  tho  point  of  view 


IIA'T     81,   1920 

Page     3. 

of  national  defense  tkit  I  ask  you  to  hear  the  ^.blo  r.rd   thoughtful  addresses 
that  you  will  hsar  this  evening. 

20  ov3rcoraG   the    tendoncies  tov;ard  destruction  iP  the   situation  in 
which  ^erica  finds  horself  at  the   present  rnomc- 1.     Shall  v;e  say  tha 
tendencies  within  our  national  lif©  tend  tov;ard  destruction,  bocnuse   it 
is   in  the  coTOnunitics   in  v*iich  yoii  and  I  live  and  thousands  of  coimiunities 
over  tho  country     that  that  battle  will  be  determin&d,  according  to  ' 
7;hether     the  community  life   is   intelligent,    is   v;hol©some,    is  uplifting,   or 
the  contrary;     according  to  v/hethor  the    influence  of  that  community  life, 
felt  more   largely  perhaps  through  the  schools  than  in  any  othor  way  upon  the 
boys  and  girls,   is  v4iolesome  or  the-contrary.     So  the    future  of  America  is 
safe  or  not, 

She   first  speaker  of  the  evening  v,lll  discuss  tho   topic,  "The 
Interest  of  tho  Churches  in  Education"  and  I  have   tho  pleasure  to  present 
Dr.  Robert  L.  Kelly,   of  New  York,  Director  of  liniorican  Education  DepartTTcnt 
of  tho  Interchurch  World  Movement  of  North  /anarica. 

DR.  KELLY:       I2r.   Chairman,  Mr.   Commissioner,  Member  a  of  the 
Conference:     I  note   in  this   evening's  Stat  that  tho  Vice  President  of  the 
United  States  in  his  keynote  address  at  Indianapolis  th3  other  day,  made    the 
observation  that  tho   time  has  nov/  come  v;hen  tho   lines  of  demarcation 
between  the   three  (federal  departments  be  drawn  a  little  more  closely  than 
they  have  been  during  any  period,   and  v/hen  one  doprrtment  ceases  to  inter- 
fere with  tl£   prerogatives  and  functions  of  the  other  departments.     I 
presume  I  may  cite     this  quotation  from  tho  Vice  President  vvlthout  laying 
myself  liable  to   tho  charge  of  partisanship,  particularly  in  ''ie\7  of  Ae   fact 
that  I  vrish  to  use  the   observation  merely  as  an  illustration.     It  is  true  that 
we  have  three  departments  in  our   fodor^l  government — the  Legislative,   the 
Executive,  and  tho  Judicial.     It   is  certainly  desirable  that  each  one   of 
these  depTirtirents  maintain,   in  so  far  as  it  is  possible,   its  proper  place 
and  carry  out   its  function  as  provided  for  in  the   Constitution  and  interfere 
as  little  as  possible  with  the  other  dep:rtmtnts  within  constitutional 
limits.     It  also,  however,    is   certainly  very  desirable  that  all  of  these 
departments  work  together  for  the  common  good  for  the  upbuilding  of  this 
groat  republic,  and  it  certainly  v^Duld  be  a  groat  calamity  if  any  one   of 
these  defartmonts  should  ceise   to  function. 

Now,   just  as   there  are  throe  great  departments  in  tho  federal 
government,   I  call  your  attention  to  the    fact  that  in  the  social  struOttjr© 
of  this   country,   of  which  we  are  proud  to  be  citizens,   there  are   three   f'-'^axi 
fundamental     agencies — The  Homo,   the  Church  and  tho  School.     They  have  a 
common  task;     they  ?ro  psrtncrc   in  tho  same  work.     Thoy  have  essentially 
the   same   ideals.     Each  one   must  maintain  its  identity  but  each  must  work 
Pith  the   other  two»     When  I  am  asked  to  ansv/er  the  question,   therefore, — 
"V/hat  is   the  interest  of  the  churches  in  education?"     I  have  simply  to  reply 
that     the  interest  of  the  churches   in  education  is   tho  same  as  tho 
interest  of  one  partner  in  the  work  of  the   other  partners  for  the  common 
good.     In  a  certain  sense   these  two  great  agencies,  particularly,   the  church 
and  the  school,  were  born  in  America  at  tho  same   tirre.     Bicy  have  been 
cooperating  since   their  birth  and  the  interest  and  progress  cf'  one    ia  bound 
up  in  the   interest  and     progress  of  the    other,     As  institutions  they  are 
not  responsible   for  their    original  partnership,  but   that  partnership  has  ■"■ 
been  revived  and  revised  and  restated  frcsn  generation  to  gen-jration  and 
from  decade   to  decade,  although  the   form  has  boen  sorecv.hat  changed. 

V/o  all  know  th^t   in  every  backvioode  community  of  pioneer  dr:ys 
there  wore  first  erected  a  few  log  cabins  which  were  destined  to  bo  the 
homes  of     the  settlers,   and,   secondly,   there  was  erected  a  log  cabin  v;hich 
was  to  *«  the  meeting-house,   or   the  chapol  for   those   same  settlers,     *ind 


MIKUiES  OP  "SRIDAY  EVEKIKG  SESSIOIT,   EDUCiTIOKAL  COKFE:  ENCE 

MAY  21,   1920. 

Pago  ^» 

lediately  tboreaftsr  thore  xtae  erected  another  log  cabin  v*iich  was  to  to 
h3  school*     iand  thoso  three  agencies  reprssont  tho   fundanicntal  ideals 
if  this  republic  of  ours.         '2to  adopt  the  v;ord£5  of  the  British  Am^assador 
in  this  conforenco  this  morning,  "Ehis  ia  tho  v;ay  ♦^he  system  of  Arnorican 
education  grew  out  of  virgil  soil.        Those  are   tho  elements  which  make 
up  the  genius  of  the  ^anerican  people." 

"A  splendid  illustration  of  this  close  partnership  hetv/een 
religion  :ind     education  ie   found  in  the   organization  and  progi'oss  of  the 
colonial  collogee.       iChoso  collegos,  vhich  wore   founded  early  in  Now 
England,   and  in  the  Midilc  fc>tatcs,  and  in  the  South — Yale  and  Harvard  and 
Kings  arid  Princoton  and  William  &  Mary  and  the  rest.       It  is  a  significant 
fact  and  a  historic     fact  well  known  to  you  that  they  -/jere  all  founded  by 
th>  churches,  and  thoy  wore  found  for  a  definite  purpose,  although  that 
purpose  exprossed  itself  in  dual  form.         Jo  use  a  quaint  quotation 

from  the  charter  of  Yalo,    the  purpose  of  that   institution,     and  indeed 
of  all  of  thosQ  colonial  colleges,  was  ''to  fit  mon  for  public  emplojnnGnt 
in  the   church  ans  civic  state,"     Uiis  vyas  their  dual  program.       The   fovmders 
of  those  early  educational  institutions  did  not  descrimimte  betv/oen  the 
function  of  religion  and  tho   function  of  education.     And  that  those 
institutions  were   true   to  their   trust  is  indicated  by  the  type  of  product 
7;hich  thoy  produced.     On  tho  alumni  lists  of  those  colonial  colloges  are 
to  bo  found  such  mmos  as  John  R-'.ncock,  Samuel  Adams,   Thomas  Jefferson, 
Aloxaridor  Hamilton,   John  -tid:;ms,   Jcmes  Monroo,    John  ilarshall,   James  Otis, 
Josiah  Quincjr — men  v;ho,  with  others  like    thsmselvos,   laid  the   foundations, 
the  civic  fotmdations,   of  oxar  republic. 

AJid  at  tho  same   time  that  those  colleges  wore  jaroducing  such  men 
"fit  for  employment     in  the  civic  state" — at  the  same  time  and  in  tho  same 
classes  there  were   graduating  Increase  ITather  and  Cotton  Ilathor,  and 
Jonathan  Edwards  and  Samuel  r-w.kins,  Kathani.^1  Adams,  ^Timothy  Dwight,   Joseph 
Bellamy— great  outstanding  apostles  of  righteousness,  who,    together  v;ith 
others  like   thomsolvos,   laid  the   occlesiastical  foundations  of  this 
republic  of  ours.       Religion  and  education  wore  wedded  in  the  inception  of 
educational  work  in  this  country.     Since  colonial  days  hundreds  of    colleges 
have  boen  fotaided  across  this  continent  in  every  state  except  three  or  four 
by  the  churchos  and  today,   out  of  more   than  500  such  collegos — standard 
collegos  recognized  by  tho     Oommissioner  of  Sdu^ation  and  by  the   other 
standardizing  agencies  of  tho  United  States,  n.re  than  400  of  them  are 
organically  connoctod  with  the   dhurchos  or  aro  affiliated  with  tho  churches, 
v/hilo  most  of  the   other  100    wore   founded  by  the  churches  and  maintain 
today  the  most  kindly  and  intinate  rolationships,  of  an  unofficial  che.ractet. 

It  is  true  also,  my  friends,  that  the  CnKrican  public  school  cams 
forth  from  the   same  sort  of  impulse,  namely,   tho  religious  impulse.     Horace 
Mann,  as  wo  all  kno7/  full  well,     \Tas  a  minister  of  religion  as  v/oll  as 
a  minister  of  education,  and  no  bottc-r  confirmation  of  this  vital  relation- 
ship bet'-veen  these  two  great  Amorican  ideals  need  bo  cited  than  that  pro- 
arablo  of  tho  Ordnance  of  1787  which  provided  for  tho  government  of  the 
Northv/est  Territory,   words  with  "srhich  you  arc   familiar,  vrords  which  no 
doubt  you  could  all  join  me   in  repeating  in  a  common  chorus,  and  words  which 
ought  to  be  burned  into  tho   imagiation  of  ovcry  Amorican  boy  and  girl— "Re- 
ligion, morality  and  knovlodgo  being  necessary  to  good  govornment  and- 
tho  happiness  of  mankind,   schools  and  the  moans  of  oducation  shall  bo  for- 
ever encouraged." 

And  in  the  great  State  tmivcrsitics  of  the  Moddle  V/est  tonight, 
those  univorsitios  which  onroll  tens  of  tb" -ssandB  of  students,  and  \*ich, 
so  far  as  thoir  or^nic  structure  is  concerned  arc  as  far  roraovod  as  possibl 


ri 


I!' 


3 


mWUSS  (?"•  HIIDAY  EV33IIITG  SESSION,  SDUOATI cm'il  COTfPERENCE 

Maj  21,   1920 
Page  5» 

from  the  influenco   of  tha  Chtirch. 

ThoBQ  great  state  imivGrsitics  have  enrollcc".,     .long  othor  students 
from  60  to  70  percent  of  the  young  nen  and  v;or'.i  ^no  fo: ;:.  the  total  enroll- 
ine:*t  and  they  came  from  the  homes  of  church  members,     i^ioee  //'lO  have  visited 
our   land-grant  colleges   in  recent  ytars  and  months  rlth  the  view  of  testing 
the  tGirrpor  of  them  and  determining  the   spirit  il  them,    jid  vith  the 
thou^t  in  mind  as  to  7,hethcr  or  not   those  great  state-aupportad  institutions 
those  fundamental  ideals  cf  education  v/ore  still  'oeing  maintained,   testify 
that  in  those   institutions  are  to  ^x   found  some    of  the  healthiest,   sanest, 
most  hopeful  religious  life  to  be   foiind  in  any  centers  any\7hore   in  this 
country.     Even  today  it   is  true   that  religion  sn.d.  education  are  redded  in 
our  common  aspirations  ani  pia'poscs. 

Ihe  British  ambassador  named   this  morning  as  super-products  of 
education  as   the    things  which  the  British  people  prize  more  highly  than 
knowledge  as  such,— he  named  qualities  like   these:     courage,  humor,   sympathy, 
loyalty,  humility.       Ihose,  he  said,   arc  tho  super-products  of  British     ' 
education.     I  suppose  've  •'/rould.  all  agree  that  there  has  never  been  a 
greater  .imerican  teacher  than  Mark  Hopkins,     .ind   on  his  fiftieth  annivcrrary 
at  Williams  College,  after  he  hid  hrd  the  experience  of  50  jrcars  to  judge 
as   to  what  r.ro   the   important  e laments  in  educational  procedure,  Mark  Hopkins 
said  "Christianity  is  the  greatest  civilizing,  moulding,  uplifting  po-;cr 
on  this  globe  and  it   is  a  sad  defect  of  any  institution  of  higher  learri-isr 
if  it  does  not  bring  those  under   its  caro  into  the  closest  possible  relation- 
ship of  it."       And  I  declare   to  you  tonight,    ladies  and  gentlemen,   that   it 
is  my  conviction  that  no  more  disastrous   thing  could  happen  to  our  civili- 
zation,  and  because  of  the   influence  sve  me.y  have   in  the  world  in  the   next 
generation,   no  more  disastrous   thing  could  happen  to  the  ^"orld  in  this 
great  struggle   to  v/hich  the  Governor  has  jusc  referred,    than  that  tho   tie 
should  be   severed  that  binds  together  religion  and  education.     It  77ill  be 
a  sad  day  if  Am^jrican  education  beccmjs  dorainantly  militaristic.     It  will 
be  a  sad  day  if  American  education  bocrrccs  dominantly  vocational   (applause) 
if  by  vocational  you  put  tho  making  of  a  living  above   the  making  of  a  life, 
and  in  these  days,  -vhcn  thC'  minds  of  men  are  be-ildered  and  unocttlad, 
it  certainly  behooves  us  carefully  to  see  that  those   fxindamental  ideals  of 
American  education  are  maintained  and  perpetuated. 

A.  Brisish  subject  located  temporarily  in  the  lata  Ottomsn  empire 
remarked  the  other  ds.y  to  an  American  citizen:     "'.Vherever   the  Germans  go 
you  will  find  an  arsenal;     ';7horevor  the   French  go  you  will  find  a  railroad; 
v/herever   the  British  go  you  mil  find  a  customs  house;     and  vherever  the 
americans  go  you  vill  find  a  school  house."         How,   if  the  school  house 
is  iii    'ed  tho   symbol  •f  America's  message  to  iK'-nkind,   then  -X;  must 
use,    ic  we  can,   gro".t  car.:'  and  •.'•isdom  in  selecting  the   forces   that  play 
v/ithin  and  about  tho  school  house. 

And  so,   ladies  and  gentlonen,   I  come   to  you  tonight  as  the  rep- 
resentative  of  certain  organizations  cf  churches  v.-ho  ara  interest-d  in  edu- 
cation to  say  that   the   churches  are   the   friends   of  tho  American  teacher. 
But  they  are  not  recently  converted  fri-nds.     They  hove  \)een  the   teachers' 
friends  from  the   beginning,  and  they     expect  to  remain  the  friendc  of  the 
teachers  to  the  end.      They  have  at  least  ono  tie   in  comracn,   ard  one  tie 
perhaps,    that  is  not  lilcely  to  be   severed  soon,  and  that  is,   that  the 
salary  of  the  pr--.acher  is  even  less  than  the   sal"-ry  cf  the  teacher. 
(Laughter)     So  the   churches  today  are  trying  te  snov  their  friendship  to  the 
teachers,   and  they  are  not  attenspting  to  shov;  th^t   friendship  merely  by 
lip-service,   by  syopathy,  and  by  prayers— although  I  assume   tho  teaclier'i       ^ 
would  approve  of  an-1  appreciate  all  those  motho.ls  of  showing  friendship;    i-ti^ 
tho   churches  of  «merica  today  are  attempting  to  show  their  friendship  V.y 


MIKUTES  OP  ERIMY  EVENING  SLSSIOK,   EEUCTJONAX  COWESIIEIJCE 

May  SI,  loao. 
Pago  6. 

contributions  of  col-    cash.'     Since   the  Armistice  day  mny  denomiii.tions  in 
this  country  have  put  on  great  forv/ard  moTCir.ents,  hoping  therohy  to  ^o  -tlo 
to  rondor  a  greater  service   to  thir  bevdldorGd  v;or>I  at  home  s.n^  nbro^d. 
■rhfcSG   forvard  tr^nrroxmnte  arc  essentially  cducationai  canpcigns.     Th^5.r  xr^in 
purpose   to  be  srre   is   to  assist   in  ovory  logitir;r,to  and  possiMe  r;av  in 
extending  the   influonco   of  tho  Golden  Rule,  Vat  thoir  :.i~,thod  is  prinarilv 
an'   aliucst  onti-ly  tho  mothod  oi    ;,:uc-tic-.     As  :;  condition  r>r  tx^o^e 
oaKpaignn  of  education  these  churches  have  roccntly  had  great  financL^d  drives 
as  ilxiistrating  tho   fact  that  thoy  arc  laal.ly  interested  in  the  prn^o-ss  of       * 
.iinerican  education  and  of  all   those   o  thor  danents  of  xjaeric-ai  lif",^vhich 
are   joinir^-  together  to  develop  our   civilisation.     'To  ^-e  epecifxc,   since* 
the  Armistice,   the  Methodist  Episcopr.l  Churches  ITorth  and  South  h-^.vc  raised 
one  hundred  and  sixtjr-five  million  dollars  for   their   forward  riCTreraent,     ilhe 
Southern  Baptists  have  raised  ninety  millions  of  dollars.     The  Prcslyterien 
Church  iMcrth  has  raised  si.-ty  millions  of  dollars;     the  Episcop-^l  Church 
forty  millions  of  dollars,  and  tho  Intorchurch  "'orld  Llovemc-nt,  which  is 
conducting  a  drive   just  at  tho  present  time,   v;hich  has  not  been  complete:^, 
clready  has  subscribed  one  hundred  and  eighty  millions  of  dollars. I  do  not 
name  all  of  the  denominations    that  hr.ve  been  engaged  in  those  drives,  >^ut 
those  -•hich  I  do  name  hT-ve  already  raised,  since   tho   .irmistice,  a  total  of 
five  hundred  and  thirty-five  million  dollars  for   the  development  of  those 
for-w-ard  movcmonts^         Nov;  tho  greater  portion  of  this  money  is   to  bo  in- 
vested as  endo-i.-ments   in  schools  end  colleges  and  is  to  go  to  the  increase 
of  professors*   salaries  anl  teachers'   salaries  and   in  carrying  on  relig- 
ioi        -  -  - 

As 

may  ^  „*>,w    w^,-   w..-^   ^^    „....   -...^-....^  „, ..  „ ._,    ^^  —  ..w..  — . 

diicting  a  survey  of  ^jnerican  educr.tion  of  so  comprehensive  a  tjrpe 

and  so  thorough  in  its  methods  that  vhon  tho  data  are  all  accur.iulr.tei  thoro 

v;ill  be  tho   L.^^g"st  accumulation  of  facts,  bearing  on  higher  education  in 

the  United  States  that  has  over  bean  brought  together  at  any  one   time 

in  all  tl7?  history  of  .imerican  education. 

Por  throe  years   the  Association  of  ijn^srican  collogc-s  devctsd 
itself  to  tho  definition  of  an  efficient  collego,  and  at  the  end  of  tliat 
three  years,   two  hundred  and  sixty  college  presidents  in  this   coantr3r 
unanimously  agreed  to  the  definition  indicating  the  elements  that  should 
go   into  an  efficient  college.      That  efficient  college  was  made   the 
basis  of  the  budget  which  the  imcrican  Education  Uepartmcnt  of  the   Inter- 
church  World  ilovemeiit  has  completed,  and  those  churches  no t;  have  a  scienti- 
fically constructed  budget  which  calls  for  an  expenditure  during  the 
first  five  years  of  four  himdred  million  dollars  for  rimorican  education, 
and.   some  eighty-nine  millions  of  that  are  included  in  the  campaign  icr  .i.920. 

JHieso  churches  have  the  facts.     Ihese  chxjrchcs  ure  consti-uu^ing  a 
budget  upon  the  basis  of  these  facts,  an5    these  churches  hope   to  rrake  ■?. 
valuable  contribution  to  the  progress  of  .american  education. 

Furthermore,   it  may  be  said  that  they  are   ,iust  the  beginning  rf 
this  great  cooperative  movement.     Simply  the  first  stops  have  nov/     beon 
taken.     There  \7ill  be  greater  things.     The  up-shot  of  it  all  -tIII  bo   that 
narrow     sectarionism,   thank  God,  will  be  eliminated  from  this  country  as 
the  years  go  on,   and  the   churches     will  combine  in  a  cooperative  rao-'eir.snt 
v/hich  v>lll  make   them  more  efficient  than  they     have  ever  been  before   in 
developing  the  educational  interests  of  oxnr  great  republic,     fflhey  wish  to 
assist  in  this   great  process  of  Americanization  this  process  of  itasrican- 
ization  of  our  neighbors  who  come     to  us  from  across  the   seas— the  men  and 
vrmen  and  tho  boys  and  girls — this  process  of    Americanization  of  our  or;n 
boys  and  3irls,    including  that  tv/enty-five  percent  of  our     ovTi  boys  vho 
cannot  read  or  wTite,   and  thit  thirty-three  per  cent  of  our  own  boy? 
who  are  not  now  qualified  for  combat  service.         Ihe   chtirches  offer  to  liclp 


7. 

roiDAY  3VENIUa  SESSION 


::ay  21,   1920. 


■in  adding  color  to  Americau  education,   and  recur  again  to  the  Ambassador's 
phraseolot^y  of  the  morning,   and  to  help  in  every  way  and  any  vraj  possible 
in  further  de-eloping  that  outstanding  quality  of  American  and  English 
education,   that     outstanding  quality  by  virtue  of  'v^fcich  these  tvi^o  great 
nations   have  undertaken  to  instill  in  the  minds  of  their  youth  the  ideals 
of  liberty,   of  justice,  and     of  righteoueness,   the   things  which  have  dis- 
tinguished ijmerican  education  and  British  education  from  the  education  of 
some  other  peoples.     Certainly  educational  citizenship,   if  it   is  wise, 
cannot  ignore  the  aspirations  and   interest   of  the  churches.      The  churches 
wish  to  asDist   in  maintaining  the   integrity  of  our  institutions  and  in 
restoring  the  happiness  and  prosperity  of  mankind.      (Prolonged  applause) 

^THE  HtESIDIlTG  Oi^'^ICSR.COI.-aSSlOI^R  CLikXrOlT:        lo  speak     on  the  top- 
ic,   "j/iucation  and  the   t>uffrage"   I  nav  h^ve  the  pleasure  of   introducing 
Urs.  L'4iud  Wood  Park,   of  Louisville,  Ky.      (Applause) 


Ei)UCAu?IOK  ivMD   TPE  SUFFRAGE 
By 
I.lrs.  Kaud  w'ood  Park,   Ohairinan,  Board  of  Directors,  National  League  of 
T/omen  Voters,  Louisville,   Ky» 


I'x  .  Comnissioner,  Lad.ies  and  gentlemen:     I  should  be  glad  to  claim 
Louisville,  Ky.    for  my  birthplace  or   residence,    if  I  did  not  have  one 
that   is  sanewhat  different  from  that,  v/hrh  I  will  leave  ycu  to  guess  as 
I  go  on. 

7/hen  the  dilitary  thirty-sirth  state  has  ratified  the  V/oman's 
Suffrage  Amendment,    this  country  v.'iH  see  such  an  expansion  of  suffrage 
as  has  never  before  been  granted  by  any  organized  and  orderly  govern- 
ment.      Revolutionary  China  and  revolutionary  Russia  did  for  a  time  ei:- 
tend  suffrage,    to  numbers  of  persons  probably  t;,Teater  than  the  number 
7*10  will  be  enfranchised  v;hen     the  suffrage  amendment  is  ratified.     But 
revolutionary  China  and  revolutionary  Russia  were  not   in  a  condition  to 
continue   the  right  '-'hich  v;as  temporarily  extended.     We  kncv  the  United 
States  of  America  v-lll  continue  the  completest  citizenship  of  wcmen  which 
it   is     shortly  to  grant.     Up->wards  of  twenty  millions   of  women  v/illbe  en- 
titled to  vote  when,  the    franchising  is  extended  to  all  the  v/cnon  of  the 
country.     Approximately  three   foiurths  of  those  voters  will  be  new  voterss. 
If  you  remember  the   statement  about  the   total  nimber  of  illiterates   in 
this  country,  which  some  member  of  the  Commissiorfir's   force  has  compiled, 
those  five  and  one-half  million  total   illiterates  v/ho,   if  they  were  put 
tv.'O  abreast,  and  started  in  a  line  of  march,  would  make   sane  thing  like  — 
to  march  something  like  twenty  miles  a  day,   would  take  o-rer   U'X)  months  to 
pass  a  given  point.     Kow  if  the  v.'omen  who  are  to  be  the   new  voter?-  were 
put  in  a  sir;'.ilar  line  of  march,   they  v/ould  take  O'.-er  six  months  marching 
at  the  rate  of  tv;enty  miles  a  day  topass  a  given  point.     That  will  perhaps 
give  you  an   idea  of  the  enormous  extension    cf  suffrage   that  is  to  ccme 
very  shortly  in  our  co-jntry.      It's  highly  proper  that  psisons    should  be 
asking,   —  t"thoughtful  persons,  —  both  men  and   women,   —  what  the  result 
of  this  trerrendoug  extension  of  the   suffrage  is  going  to  be.      Its  natur;! 
that  men  and  women    should   says     ".ire  the  v;oiten  as  voters,  going  merely  to 
duplicate  the  vote  of  men?  And  by  their   "-ote  add  numbers  vdthout  chanrinr, 
percentages?     Are   they  going  to  failUo  vote,   and  thus  make  no  definite 


effect  upon  tha  result  of  suffrage,    or  have  a  dsstinct  and  distinctive 
contribution,   as  worcen,   which  they  are  coing  to  tring  to  the  country 
when  they  become,   from  one  ocean  to  the  other,   citizens  v;ho  are  also 
voters?"        x'hoBG  ara  questions  which  nobody  can  answer  finally  at  this 
time.      It's  always  dangerous   to  prohecy  about   large  numbers,   and  yet  so 
far  as  experience  goes   in   the  countries  anr   '  '13   states,   in  v/hi  ch  wcmen 
have  already  voted,    that  experience  leads  to  the  expectations  that   in 
certain  directions  v;omen  v.ill  have  a  somewhat     different  contribution 
to   bring  from  that  v/hich  has  been  brought  by  men  in  the  service  of  the 
nation.      Some    special  contribution  nearly  always  has   lain   in   the  direc- 
tion of  v/onen's  special  qualities. 

Nov;  I  do  not   risnat  to  enter  the   argument  as  to  v;hethc^r   the  dif- 
ferences that  -ve  do  recognize   in   certain  psychological  qualities  of  men 
and  women  are  fundamental  and  ineradicable,   or  whether  they  are  merely 
advantitious.        I  grant   that  to  any  statement  that   I  may  make  vipon  this 
subject  there  are  often  cl^^ring  individual  exceptions,  but  by  and  large 
I  think:  the  world  agrees  th£,t  wanen  ha^'e   sane  qualities   in  greater  pro- 
portion than  men  have  those  qualities,   and   that   ..C'raen  have  other  qualities 
in  greater  proportion  than  woman  possesses  those  same  qualities.     Dr. 
Anna  Howard  Shaw  used  to  sayi   "Women  knov;  more  about  some  things  and  men 
knav;  more  about  other   things,   but  men  and  women  together  know  all  that 
is  known  about  everything?"    (Laughter) 

How  it's   in  connection  v.lth  those   things  about  v/hich  v7onen  knew 
more  that   I  believe   their  special  contribution  to  the  government   of  this 
country  is   going  to  come;  and    I  v/ant  briefly,   if   I  may,   to  enumerate   some 
of  those  qualities,   and   I  am  goini;  to  enumerate   only  the  good  csies.     I 
think  some  of  them  v«)uld  have  to  be  classed  as   liabilities  rather  than  as 
assets,  but  tonight  1  am  speaking  only  of  the   assets  which  ',7ar.en  possess 
I  believe,  to  a  rather  greater  extent  than  men. 

In  the  first  place  there   is  the  hibit  of  persistent  and  con- 
tinuous industry,  which  warien's  experience   in  life  has  trained  them  to 
follow  out.     \7omen  who  are  hoie -makers,  womeh  '.vho  do  their  O'Tn  housework 
or  v;ho  superintend  hcusev;ork,   kno''/  th^t  you  cannot  v,ash  the  dishes,   for 
exa:nple,   on  :. onlay  morning,    and  expect  them  to  ioeep  washed  the  rest  of  tha 
vjee'z,     iThe  v:ork  ras  to  be  tfone  at.Bin  at  noon  and  at  night  on  !!0i:a3ay,  ani 
then  all  over  again  on  iuesday  morning,   noon  and  night,  etc.       T/oraen  who 
have   the  care  and  tro-ining  of  childr-m,  as  Tiost  women  do  sometime   in  their 
lives,   know  that  you  cannot  make  children  v;el  1-behaved  or  good  all  at 
once;    it  has  to  be  done   line  upon   line  and  principle   upon  principle;  and 
so  the  women  get  the  habit  of  doing  the  same   thing  over  and  over  again; 
and  realizing  that  it  must  be  done    over  and     over  again  if  finally  good 
results  are  to  be  achieved.     V.en,  on  the   other  hand,    I  think  are  more 
likely  to  go  out  and  do  some  good  and  glorious   thing,  and  then  want  to 
stop  off,  —  after  doing  some   one   great  and  glorious  thing,    they  rrant  to 
stop  off  and  take  a  rest  J    (Laughter)       A  rather  we  ll-knov;n  writer   traced 
that   tendency  of  man  back  to  primitive  days,  when  the  villager  v.-ent  out 
and  shot  a  bear,   let  us   say,   and  dragged  it  back  to  the  edge  of  the   camp, 
and  a  woman  took  the   creature  at  that  point  and  skinned  it  and  prepared 
the  flesh  for  food,  and  the 'skin  for  clothing  or  tents,  as   the  case 
raitht  be.     Ileanwhile,    in  the    v.-ords  of  this  writer,    the  man   lay  dovm  on 
his  mat  and  went   to  sleep!    (Laughter)     Nov;,    there  is  a  great  deal  of   thar. 
sort  of  thing  in  modern   life,   and   in  the  differences  between  the  \'jay  and. 
the  man  and  the  v/oraan  function.       The  men   like   to  work  hard  and  then  thov 
they  v;ant  to   lie  down  on 'their  mats  and  ^30  to  sloepi    (Laughter  )^  And 
the.t's   one  of  the  reasons  -.vhy  so  many  splendid   outbursts  of  civic  en- 
thusiasm flare  up  and  fizzle  out.'      (Laughter  and  applause)     It's  bo- 
cause  the  reformers  v*o  had  the  power  of  the  vote  have  been   largely  men, 
and  after  they  have  accomplished  their  reform,   they  ha"e  taken  a   fev; 
minutes  to   life  dov-n  and   go  to   sleep.         Now  then,   the  women,  with  tho 
other  sort  of  training,    I  believe,  are  going  to  bring       into  our  public 
life   that  habit  of  persistent   industry  in  Iceeping  after  the   concerns   of 
the  public  that   they  liave  developed  in  keeping  after    the  concerns   of  th--» 
home  . 


i 


9. 


In  tlTe  second  place,    I  thinlc  we  shoMd  all  agree  that  womon  are  Tnore 
liictilv  to  see  the  human  3lde  of  public   questions  tten  are  men.     V/omen 
have  had  the   care   of  the  childr'^n,   of  tho  faiclc  persons,    of  dependent  and 
defective  grovps   in  society,    very  much  more  tMn  men.      QThey  have   learned 
a  sympathy  and  an  understating  for  human  vv^akness  that  men  do  not  so 
easily'possess,    and   that,  after  all,    if  ^^oinr  to  be  a  very  valuable  con- 
tribution to  the   future  of  human  society,    to  the    future   of  socletyin   this 
country,        if  the  vjomen  are  able  to  make   the  human  side  of  public  ougs- 
tions  as   important  as  they  on£iit  to  be   in  the  consideration  of  our  states- 
men. 

In  the  third  place,    Vv-omen  have  a  tendency  t  o  pat  more  emphasis  upon 
moral   issues  than  have  men.      IhQf  have  }iad  to  teach  the  children  that  right 
is   right  and  that  v;rong  is  -.vrong.      They  have  not   been   tempted  to  compromiso 
as  rnen  lave  been  tempted  to  compromise  by  the    strongest  competition  of 
business  life.      They  have  been  lookinL,  at  the  absolute  rij^ht  and  the  abso- 
lute v/rong  of  things  more  steadily  than  have  men,       .Uid  again,    that  is  a 
quality  that    I  belie-^e   is   goin;;  to  be   of  great  value  to  us   in  our  con- 
sideration of  public  questions. 

1J0\7  the  reason  why  I  emphasize  these  three  ideals  to  you  tonight, 
is  because   I  think  they  are  all  three   traits  that  tend  to   combine   in  the 
6ub,iect  which  we  arc-  gathering  hero   to  discuss,    the  subject   of  education 
v/hich  is  of  such  enormous   inportance  to  women,  both  as   teachers  and  as 
the   persons  vho  have  the  home    tiaining  of  children.      They  do  deal  more  di- 
rectly and   in  more  ]arg-er  numbers  with  the  needs  of  those  who  are   in  the 
ordinary  sense  being  educated  than  men  deal  v;ith  those  persons.     They 
realize   tte   importance  of  the   stigeh  in  time   that   saves  nine  later.      They 
realize   the  economy  of  expend! traxe   in  the  early  stages,   and  do  not  consid- 
er  it  waste  if  it  prevents  far  greater  expendittira   in  the   stages  ttot  are 
merely  remedial  of  ill  or  evil,   not  preventive.       Women  do  understand   the 
Vvaste   of  letting  things  go;  and  education'  is  caie  of  the   subjects  ,   —   is 
the  subject  perhaps  in  v-;hich  tliat  kind  of  economy  coTints  for  most.  . 

So  far  as  the   organization  of  vhi  ch  I  have   the  honor  to  be  President 
Chairi..an   is  concerned,    v;e  are  only  in   our  new  form  of  oiigsuisation  three 
months  old.       V.'e  have  succeeded  in  organization,  v/e  are  its  da\jghter, 
v'hich  is  over   fifty  years  old    in  this  country,   —  Ihe  I^ational  American 
Vv'oman's  Suffrage  .association.     But     organized  as  the  National  League   of 
V-oraen  Voters.     v;e  are  only  three  months   old,  and   in  those  three  months  we 
have  given  some  evidence   I  believe,   of  our   interest ,   and  abiding  belief 
in  th-e  necessity  of  education.        In  the  first  place  we  have  planned  to 
educate  ourselves  and  all  the   other   nevj  voters  \'*io  ^ant   to  be   educated. 
V.'e  are  planning  in  our  program  of  work,   citizenshiip  schools  for   the  rev; 
voters,   one   in  every  voting  district   of  every  state  of  this  country,   if 
it    is  possible  to  bring  that  about.      (Applause)       Kow  we  planned  those 
schools  because  we  realized  that  -aomen   were  serious  about   this  question 
of  using  their  suffrage  for  the   benefit  of    the  nation,  and  therefore  vs 
did  not  think  so  much  of  what  the  result  was  going  to  be     for  m.en.     But   I 
v;as,  interested  and  delighted  not  long  ago  at  a  dinner  at  Pittsburgh  to 
hear  one  of  the  members  of  Congress,   one  of  .the  I'embers   of  the  House  of 
Representatives   from  the  State  of  Pennsylvania,  fay  with  regard   to  our 
citizenship  schools  that  he  bad  in  the  first  place  been  rather  opposed  to 
our  Association  because  Ire  thought   theie  was  no  particular  need  of   itj  but 
that  liaving  had  occasion,  as  a  speaker,   to  go   several  times  to  those 
schools   in  different  parts   of  his  own  state,   he  had  come   to  realize  what 
he   hadn't   thought  about  before.      I  was  very  glad  that  it   v&e  a  ma.n  that 
said  this   because  it  sounds  rather  xangracious  on   the  lips  of  a  women.' 
(Laughter)     So  please  understand  that  I  am  quoting  a  member   of  the  Congrer 
of  the   United  States  whan  I  say  what    I  am  about   to  say.       He  said  the  tru' 
of  the  matter  is  you  wemen  are  coming  into  your  suffrage  all  at   once,  and 
you  have     never  been  expected  to  laiow  anything  about  government.      There- 
fore ycu  are  not  assumed   to  say  that   you  do  not    sa^  that   you  do   not  £no" 
ordinary  things,    and  vou  are  willing  to  study  them,   ard   to  learn  about 
tl^ra.       Cn  the   other   hand,  he  said  the  men  h<ave  coma   into  their   suf frag- 
automatically ,  most  of  then,   at  tv/ent-/-one .     It  has  been  taken  for  g-an^ 


10. 


that  they  imov/  all  about  tho   ^^''''orninent   in   vhich  they  are  going  to  be 
voters,  an3    that  nobody  has  talked  to  them  very  much  about  the  responsi- 
bility of  the  new  duty.     COKSoousntly  after   thay  have  been  votinf^  a  few 
.vears  t^Jey  are  assumed  to   say  they  do  not  know  vAiat  they  are  expected  to 
vote  upon,  and  they  are  not  willinej  to  study.       Kow,   he  said,   you  wjiren, 
by  starting  these  schools  of  citizenship,  aid    '^  hope  this  inay  prove   to  b--; 
true,    I  do  hope  witlAll  my  heart  that  these  citizenship  schools  aE  1  over 
the  country  are  ^oin^to  bring  about  a  re-birth,  a  rennaisance  of  interect 
in  our  great  public  <5uestions,fhat   ou2:ht  to     count  enorraousl;'  in  the  fu- 
ture of  this  country.       'Va  hope  and  pray  that   that  may  bo   the  case,  and 
we  mean  to  keep  persistently  at  this  business  of  educating  otir selves,    in 
order  tliat  v/e  may  account   to  the  country,   thru  our  votes,  as  real  assets, 
and  not  as  liabilities. 

Now,    in  the   second  place,  v.-e  are  just  about   to  present  our 
platform  of  federal  measures  to  the  platform  committee  of  the  national 
political  parties.       \ii"e  have  already  presented  them  to  the  political 
committees  wherever  we  have  been  able   to   find  such  bodies,  and  v^e  expect 
to  present  them  to   the  regular  platform  committees  at  the  political  ccn- 
ventions.        Our  pro?  ram  is  essentially  a  ■voman't:  prosrsm.     ".Ve  think  — 
we  foxmd  that  there  v;as  no  object  in   our  presenting  general  issued,  but 
just  these  questions  vft^ich  were  these  of  pri'^.ary  and  distlnctire  importance 

to  women,     x'he  first  of   those  subjects   is  the   natural  and  most   important 
one   of  child  welfare,   and  the  second   is  equally  natural  and  eqx:ially  impor- 
tant one  of  education.       Now  oui'  plank  v*iich  we  are  requesting  both  the 
political  parties  for  education,  carries  the  follov/ing  requests: 

First,  a   federal  department  of  education;   second,   federal  aid,  viiere 
necessary,    for  the  removal  of  illiteracy  and  for  increased  salaries   for 
teachers;   third,    thorough  instruction  in  the  duties  and   ideals   of  citizen- 
ship for  the  use  of  our  own  land  and  for  the  nev;comers  who  comes  to  our 
shores;   that  ie  what  we  are  asking  of  the  political  parties   in  the  way 
of  an   educational  plank. 

Matthew  Arnold  once  said  if  the  world  ever  sees  a  time  when  women 
come    together  purely  and  simply  for   -Qie  good  and  benefit  of  mankind,    it 
will  be  as  a  power  such  aAthe.v/orld  has  never  kno^m.     How«    I  believe  most 
firmly  that  when  the  woffieiPof  this  country  have  the  opportunity  to  do  so, 
t!hey  will  come  together  for  the  benefit  of  education,  and  I  believe  that 
they  will  cor.e  as  a  united  power  for    the  promotioh  of  education,    such  as 
this  country  has  never  before  had.      (Prolonged  applause) 

lEE  PRESIDDJG  0i!^l?IC3R,   GOVEEFOR  MILHEBK:        To     speak  on  the  topic 
"Education  for  Citizenship,"   I  have  the  pleasure  of  introducing  the 
Eight  Eeverend  Thorae  J.   Shahan,  Bector,   Catholic  University  of  Anierica, 
—  Bishop  Shahan.      (Applause) 


•i'* 


t 


♦ 


11. 

"Education  for  Citizenship" 
By 

Tha  Right  Reverend  fhomas   J.  Shahan,   Rector, 
Catholic  University  of  America,     V/a6h'r.i_  ;on,  D.   C. 

When  we  speak  of  citizenship  we  msan  of  cotirse   our  traditional 
^imerican  citizenship,    that   choice  flcier  of  our  puhlic  life,   from  George 
Washington  to  Abraham  Lincoln.     Its  roots  are  still  intact  and  its  high 
Spirit   is  still  abroad,  wherever  the  groat  world-shaping  documents  and 
facts  of  our  political  life-  are  knovm  and  honored,     ffihat  citizenship  is 
the  heir  of  the  best   thought  and  the  widrst  world- experience  of  mankind 
from  Athens  to  Westminster,   and  in  one   short  century  has  realized  the 
longings  of  all  lovers  of  liberty,  East  and.TVest,   throu^  the  ages.     In 
one  hundred  years  American  citizenship  has  renewed   the  political  face  of 
the  world  and  if  there  bo  yot  a  few  convulsive  struggles  of  oppressed 
mankind,    it  is     largely  owing  to  the  very  fact  of  ilmerican  freedom  that 
there  are  political  convulsions  and  that  the  just  claims  of  oppressed 
peoples  are  not  formally  and  definitely  extinguished.     Yesterday,   it 
was  Brussels;  Belgrade,  Prague,    that  stretched  out  imploring  hands  to 
V«ashington  as  to  their  only  hope  in  face  of  conquering  Prussian  im- 
perialism,    'To-day  the-  world  is     noisy  with  the   clamors  and  protests 
of  other  oppressed  pooples  whose  love  of  liberty  is  as  keen  and  as  just, 
and  whose  subjection  cannot  be  defended  on  any  but  Prussian  principles 
of  imperialism.     In  a  few  generations  our  ^imerican  citizenship,   this 
lively  .American  sense  and  practice  of  our  public  rights  and  duties,  has 
subdued  a  whole  continent,  has  overcome  all  obstacles  that  nature  and 
ignorance  could  offer;  has  interpreted,  purified  and  elevated  itself  amid 
gigantic  tasks  of  material  development;  has  fully  assimilated  several  foreign 
human  stocks;   has   rejected  many  brilliant  temptations  to  \7alk  the  paths  of 
opportunism  and  error;  has  kept  substantially  sane  nnd  true  its  judgment 
of  all  public  life  outside  its  own  limits;  has  cherished  on  all  sides  a 
Spirit  of  healthy  progress,   social  unity,  and  moral  elevation;  has  followed 
the  isays  of  peace  thtagh  not  in  folly,  servility  or  selfishness;  has  con- 
tributed richly  to  ti.*  arts  arii  sciences,  and  to   every  phase  of  intellectual 
life. 

In  a  word,  Amel-ican  citizenship  has  made   the  world  happier  and  bettor 
in  many  ways,  and  in  turn  has  never  ceased  to  absorb  the  best  that  the 
world  had  to  give,  whether  man-povjor  or  brain-povrar.     As  far  as  American 
citizenship  shod  its   influence  in  this  'sorld,   political  tyranny  sickened,   if 
it  has  not  died.     It   is  tha  fixed  star  of  freedom  in  the  firmament  of  modern 
history,  and  its  warm  liglit  must  one  day  re-vivijfy  all  peoples  and  nations 
now  hold  unjustly  in  the  grasp  of  that  imperialism  from  whose  talons  we 
were  the  first  to  escape,  and  escaping  closed  to  it  forever,   tuo  hQpe, -tho 
doors  of  tho  New    World. 

■     If  this  be  a  true  description  of  American  citizenship,   it  follows 
first,   that  it  needs  no  apology  for  its  present  condition  and  temper;  se- 
cond,  that  we  must  not  tolerate  any  obstacles  to  its  normal  beneficent 
action.     The  new  heresies  that  sin  against  the   traditional  or  usual  con- 
cept of  American  citizenship  should  be   followed  up,   challenged,  and  de- 
stroyed root  and  branch  as  anti-American,  and  thereby  inimical  to  the 
general  welfare  of  mankind, " 

The  new,  bad^  and  inhuman  philosophy  of  life  and  government  which 
has  come  among  us  quite   recently  shoul'd  not  be  allowed  to  poison  the 
minds  of  our  youth  under  the  specious  but  dishwiest  pretext  of  free   thought 
and  free  speech,   for 'that  privilege,   or  that  ri^t,   -"f  one  will,   cannot  be 
wisely  conceded  to  thought  and  speech  evil  in  themselves  and  used  solely 


•HiQ  Right  Reverend  Ihomas  J.  Shaiian, 
12. 

to  doEtroy  our  corrmon  platform  of  safety,  u^^Ier  the  pretext  of  a  broader 
huii:r.nitaria--ism,   a  world-citizonship  that  prescinds  from  tha   i)TKe;liat'.> 
natural  strict  duty  of  uvery  American  citizen  to  conserve  and  transmit 
his  'glorious   inhoritanca.' 

Botwoen  American  citizenship  and  European  citizenship  thorcis  a 
Specific  diffarencc,   ocoan-wido,   literally  and    morally.     V/e  ccinnot   thinls: 
in  the  samo  terms,    for  our  American  political  axpcrienco,   liko  ont,  Ai-T^ri- 
can  constitution  and  govcrnmont,  diffars  profoundly  from  that  of  Kurope. 
iClnsir  political  dGvclopn3nt  has  been  mainly  ov.n  ct  cnilsss  wars  over  c 
thousand  years  in  the  saoo  Brnill  cockpits  and  for  tho  benefit  of  tho  ii^rno 
typo  of  men.     Perp,   sullrn,   patinnb,    inorndicablc   invdictiv^ness  has   lorg 
prevailed  in  vast  huran  strata   of  Buropo,  as  nov  throughout  Rucsia,   ^^rhich 
at  tho  first  da^vn  of  froodom  began  a  huge  sattirr^lia  of  destruction  and  ruin. 
Hatred  an'     rr.v^  ngo  arc   thn  gospel  of  millions  rondorod  quasi   insane  by 
conturins  of  various  oppression,  and  rin.:^'d  around  by  many  forms  of  vzrong. 
Humiliation  also  it;  vrritton  across   the   forehead  of  most  groat  nations  of 
Europe,  — defeats;   lossoe  of  t"rritory,  population,     rosourcos;   dynastic 
troubles;     transfers  of  allogigncs,   of  raligion,   of  a-Ivantagn  and  oppor- 
tunity;  treacheries  and  betrayals  vathout  number,  all  the  known  cvilc  of  an 
immemorial  socrot  diplomacy.     Since   the  days  of  Charlomagne,   for  sxamplo,  a 
narrow  strip  of  land  from  the  Alps  to  tho  sea  has  been  dyod  to  saturation 
vdth  human  blood,  and  over  it  have  raged  all  tho  political  passions  and 
vices,  all  tho  social  and  economic  conflicts,  all  the   religious  bittemoss  and 
antipathy,  all   the  personal  ambitions  ajsi  vagarist  of  irrosponsibla  rulers, 
vindictive   factions,  and  naraolose  mi  Gce  llano oub  selfish  r;i3governmont. 

:fow  difforont  tho  origin  and  grov4;h  of  American  citizens  hip  J     Its 
enmitica  have  boon  thoso  of  nature,    i.o.,  distance  and  physical  obstacles; 
its  conquests  those  of  kncvlcdgc  and  labor,    tho  peaceful  conquests  of  explora- 
tion and  transportation,   and  intercommunication;   tho   incredihle  development 
of  tho  forces  latent  in  tho  elements  of  naturo,   the  discovery  and  usee  of 
tho  rav;  materials  and  essentials  of  industry  and  commcrco;     the  growth  oni 
movement  of  harvests  that  stagger  tijo  imagination;   ths  constant  Imitting  to- 
gother  of  all  human  sicmsnts  and  forces  va  thin     easy  range  of  a  broad  humane 
democracy.'     The  cvidcnco   and  the  honor  of  e>ur  traditional  Aniorican  citizon- 
Ehip  lio  in  this  immonso  complcxus  of  univorsnlly  beneficent  facts,    for  they 
are   its  proper  fruit,  and  as  thoy  stand  havs  eo  far  never  been  met  vd  th  in 
other  political  forms  and  conditions. 

The  hard  fortune  of   .var  has  recently  brought  us  into  intimato   toi;;ch 
with  ths  problems  and     desires,    the   traditions  and  the  mentality  of  tho 
chancelleries  of  Europe.     By  thoso  relationships  also  our    American  citizen- 
ship has  entered  temporariljr  into  contact,    social   and  economic,   vdth  tho 
mentality  and     the   ideals  of  the  pooplas  of  that  Old  ¥orld,  whence  all  of  us 
have   issued,  however  remotely.     Tnis  close   contact,   along  the  cruel  unatia-al 
lines  nt  war,   could  not  be  helpod,   but   let  us  soon  return  to  our  ovjn  difficult 
and  nvanerour  problems,     and  take  up  tha  only  properstudy  and  settlement  of 
them,  a  study  and  a  Battlement  based  upon  our  American  traditions,   spirit, 
history  and  ideals.     For  to  of  the  United  States,  arc  pro-ominently     the 
Kcw  World,  with  all  that  the  pregnant     term  implies,  and  manlcind  yet  looks  to 
us  in  the  spirit   of  those  multitudes  who  quitted   the  Old  "Vorld  and  took  up 
life  anew  on  this  side   the  Atlantic  whilo  yot  the  radiant  figure   of  George 
Washington  stood  before  all  men  as  the     incarnation     of  that  human  love   of 
froodom  -.Thich  has  been  for  ages  a  vvill  o'the  wisp.     Sympathy  with  Europe, 
yos;  aid  and  comfort,   yos;   encouragement  ajii.  chp.rity,  yes.     But  let  ue  not 
be  drawn  closer   to   the  maoletrom  of  its  politics  or  its  statesmanship,     for 
they  arc  decidedly  not  kin  to  ^.merican  citizensMp,  and  are  -.-dthout  excep- 
tion all  tarred  over  with  an  unclean  imperialism,     al""   one  long     sad  chapiter 
of  the  ctrong,   rich  and  masterful  beating    down  the  weak,    the  poor  and  the 
loTTly,'  enslaving  them,  and  dooming  them  to  a  toil  v/ithout  hope,  reward  or  end. 


2ba  Rit^t  Reverend  ThoracwS  J.  BhcJaan, 

13. 

naturally,  one  of  ths  bost  troaac  of  o1t4c  o9f»eaZi9n  to  tho  truo  hio- 
tolfy  of  onr  ov/n  country.     Ito  great  orlsoc  and  problonc  aro  flo  nacir  to  ur ; 
ita  great  figwoe  /at  so  visiblo  in  tho  baciccround  of  natiOTxt,!  life;  the 
groat  docurnants  ar.d  Eonuraor.ts  of  otxq  narvelcuc  century  are  yot  co  intact 
and  legible  thet  there  ottght  to  be  no  fear  of  our  raisunderr: tending  tiio 
doedc,  the  principles,   and  the  cpirit  of  cion  who     founded  this  Ropv'jiio, 
Gnd  with  divine  aid  and    groat  htonan  wisdom  corAucted  it  rapidly  to  Rront- 
nese.    We  oa^t  not  to  tolerate  thoed  hlstoriOB  of  recent  date  in  v^jloh 
tie  Amerioan  Revolution  ic  cet  in  a  hoctilo  nnoyapattetic  light,  books 
filled    with  "suppression  of  truth  and  euggection  of  falcehood",  tho 
workB  of  non  who  would  "re-writ©  and  teach  the  etoridB  of  thoflo  haroio 
dayc    ae  alien  ijitoraste  wich."     It  needs  no  Cicero  to  proclaim  tho  in- 
fluence of  hictoricul  teaching.     Tta  Oreit  \ifer  hac  tau^t  ub  to  v*iat  ex- 
tent the    historian  can  penetrate  the    mind  of  a  great  people,   and  hurl 
it  blindly  and  reckleeisly  against  unoffoiiding  neighbors.     Ourrj^nerioan 
history,  euch  ar  v:«  have  racoivod  it  firotn  tho  man  vAo  la  great  piurt  made 
it,   or  know  its  illustrious  raters,   should  be  vrtdoly  monwaantalixed,  so  to 
speaJc,  with  tha  conscious  purpose  of  maklrs  eloquent  by  natural  ond  local 
effort  our  public  buildings,  groat  natural  sites  ai^i  objects,   and  avory 
occasion  of  visualiains  the  salient  facts  and  truths,  and  tho  real  spirit 
of  our  public  life,     ^e  arts  would  profit  greatly  by  this  high  and  noble 
propaganda.    What  more  patriotic  oubjectc  for  the  walls  of  otu."  new  railway 
stations  than  tho  groat  oration  of  patriclt  fienry  or  the  Battle  of  Lozington? 
Ages  cannot  wither  such  thetr^es  nor  custom  otale  tlielr  n^al  foro^,  nor 
oug^t  they  evor  fade  from  tho  ccKicciousneoc  of  our  people.     SUnio  -.-as  the 
i^jnorlca  that  fascinated  tha  peoples  Of  Europe  in  the  golden  hr.lf  century 
that  followed  the  Revolution  and  caused  all  men  to  look  upon  us  as  a  poli- 
tical Bden. 

Individual  freodoni,  vast  and  delcctr.ble  as  t^s  prairies  or  tho  foT»- 
ests,  was  tte  dotslnant  note  of  this  first  century  of  tSjtnerlciin  hictory.     Its 
apostle  W36  the  frontiersman  who  7»nt  forth  to  conquer  nature  v;ith  his  rlflo, 
his  Biblo  G;id  i  package  of  newspapers.     Hs  '^-sis   the  disciple  of  George  Wash- 
ington, the  Adaroeeo,  lU'rshall,  Uonroe,  Jfeffersoa.     She  old  pagan  concept 
of  tha  State  ae  many  would  havi  vis  tate  it  over  frora  Europe,  or  rather 
from  that  pre-war  Prussia  we  hats  overthrovaa,  an  absolute  omnipotent  jugger- 
naut, was  both  foreign  end  offcasivc  to  t>ils  original  Airflrican  citizen,   to 
whwtt  all  contralica  and  inyoriaUara  wore  very  odious.     In  this  respoct  m 
ftro  drifting  away  froa  the  type  iff  /iiaerican  wanhood  tfiat  built  our  nrtion, 
PGCurod  Its  frontiers,  and  vsrots  our  bill  of  rights  in  a  fev<  iranortal  jrln- 
ciples.     ttodor  specious  pretexts  and  often  by  reprehono  iblo  njeans,  our  tradi- 
tional AKorican  concept  of  indlvida^l  and  local  f:l^edcro,  rights,  dntieu  ted 
responsibility,  is  greatly  loperlUa*  in  recent  times,     Tha  fair.ily,  the 
home,  and  the  natural  rigjits  of  patents  are  injured  by  legislation,  actual 
or  proposed,  tl»t  ignores  tha  flmdaacntal  rulo    of  Ansrlcan  democracy,  ▼!»., 
that  the  State  ^a  no  right  to  restrict  ^o  liberty  of  the  individual  beyond 
tho  limits  necessary  for  its  own  protection  and  proeorvation.     Kor  will  It 
do  to  say  that  new    times  and  cor^ditions,   indue  try  and  oonm&roe,   inventions 
and  dlecoverloE,  have  created  a  new  order  of  life  in  which  tha  American  In- 
dividualism of  our  golden  ago  on  na  longer  be  tolerated.     In  this  ;^r8onal 
freedom,  for  which  he  defied  kings  and  ari«tooracios,  the  inserican  cititen 
has  evor  recognized  tJ»-^  primal  irreducible  (jlaraent  of  hio  political  life. 
Pride  in  It,  and  oxorcica  of  it,  havo  colorH  oxar  national  life,  so  to  cpeaic. 
In  every  decade,  and  w^orovor  the  4rerican  citizen  set  foot  on  his  vast 
patrimony.     Indeed,   it  is  true   that  to  this  great  freedom  of  initiative,  un- 
omaallod  in  human  history,  wa  owe  the  devoloprosnt  of  ^erican  wealth  and 
power,  of  Invention,  discovery,  and  enterprise  In  ^11  its  forme, ^aroby  tho 
Whole  vrorld  has  been  benefited,   the  ran|e  of  civilization  widened,  anu 


u; 


Tho  Right  Revorond  Thomas   J.  Shahon, 

imniensG  latr-nt  forces  loosonsd  in  the  heart  of  mankinl.     This  vart  free- 
don  of  initiative  made  and  r. alee s  the  itaorican  c^'tizeu  of  the  origiml 
type  a  natural  enemy  of  all  monopoly  v/hother  in  business  or    in  politics, 
and  the  same  general  temper  is   to  "bo  observed  in  his  attitude  toward 
religion.     V/e  cannot  therefore   imagine  hira  inclined  to  a  state  monopoly 
of  education,   for  which  reason  our  Anerican  life  has  until  recently  been 
Spared  any     serious  ondoavoro  to  change  the   fibre  of  our  traditions?   in  . 
this  respect.     We  may  also     beliove   that  as  he  looked  about  in  tho  United 
States  and  obscrted  the   incredible  dovelopnent  of  education,   owing  to 
private  initiative  and  religious  zeal,   the  immense   and  costly  oquipnent, 
the  personal  toil  and  sacrifice,   the  rare   idealism  of  the  teachers,    the 
Secular  benefits  conferred  upon  poor  and  struggling  communities,    the 
healthy  mutual  rivalry,   the   facile  Americanization  of  multitudes  other- 
wise destined  to  become  politically  drift  and  refuse  of  th3 ir  time;  as  he 
observed  their  happy  insistence  on  the  highest  morality  anchored  in  re- 
ligious belief,  and   thereby  cootu:ad  tho   joyful  acceptance  of  civil  loj'alty; 
as  he  made  note  of  their  alacrity  and  ardor   in  responding  to  the  call  of 
the  Aiterican  State    >>honever   the  hour  of  its  supreme  peril  was  at  >^.nd,   and 
in  offering  their  lives  for  its  safety  and  welfare,   he  '.TOuld  cordially 
agree  v/ith  the  educational  principles  ret   forth  in  the  following  brief 
paragraph  from  the  recent  Pastoral  letter  of  otir  American  Catholic  bishope?, 
read  in  all  their  churches,   and  accepted  by  all  their  people. 

The  State  has  a  right  to  insist  that  its  citizens  shall  be 
educated,     It  should  encourage  among  the  people  such    a  love  of 
learning  that  they  v/ill  take  the  initiative  and  without  con- 
.  straint,   provide  for  the  education  of  their  children,     Should 
they  through  negligonce  or  lack  of  means   fail  to  do  so,   the 
State  has   the  right  to  establish  schoolc  and   take  e'verj  other 
legitimate  means  to  safeguard  its  vital  interests  against  the 
dangers  that  result  from  ignorance.     In  particular,   it  has  both 
the  right  and  tho  duty  to  exclude  the   teaching  of  doctrines 
■which  aim  at  the  subversion  of  law  and  order  and  therefore  at 
the  destruction  of  the  State  itself, 

The  State  is  competent  to  do  these  things  because  its  essen- 
tial function  is  to  promote   the  general  iselfare.     But  on  the  came  prin- 
ciple it  ie  bound  to  respect  ard  protect  the  rights  of  the  citizen 
and  especially  of  the  parent.     So  long  as  these  rights  are  pro- 
perly exercised,    to  encroach  upon  them  is  not  to  further   the  gen- 
eral welfare,  but  to  put  it  in  peril.     If  the  function  of  the 
citizen,  and  if  the  nim  of  education  is   to  prepare  the  individual  for 
tho  rational  use  of  his   liberty,   the  State  cannot  rightfully  or 
consistently  m.ake  education  a  pretext  for  interfering  with  rights 
and  liberties  which  the  Creator,   not  the  State  has  conferred.     Any 
advantage  that  might  accrue  even   from  a  perfect  system  of  State 
education  would  be  more   than  offset  by  the  wrong  which  the  viola- 
tion of  p.arental  rights  would  involve. 

The  chief  burden  of  .'imerican  citizenship  is  the  maintenance  of  law 
and  order,   the  vary  framework  of  our  society  vdthout  which  it  must  decay  car 
collapse.     How  all  law  ^.-ni  all  complianco  with  law,   where   they  do  not  rest 
upon     force,   must  rert  upon  certain  convictions   as   to  what  is  good  or  bad, 
true  or  false,    jurt   or  unjust.      In  other  words,    if  v,ie  would  have  social 
peace  ''nd  progi'oss,   there  must  be   some  code  of  morality,   some  fixed  prin- 
ciples of  conduct,  whicn  shall  bind  all  citizens   in  their  innermost  con- 
rci<-nce     and  by  tteir  rock-like  truth  compel  thp  voluntary  adjjesion  of  all 
to   the  action  of  rightly  constituted  authority.     Our  Arerican  society  har 
hitherto  accepted,  broadly  speaking,  principles  of  Christian  morality,   ^c 


The  Right  Rereyond  Thomas   J.  Shahan. 
15. 

exemplified  in  the  GospGl,    the   Ton  Commandnientc,  tho  "^eet  Christian  ex- 
ample,  and  the  immoraorial  teachings  of  ChrJetir:    ^thics.     On  the  ?/hole, 
oxiT   legiclation  has  presupposed  and  confirned  the   o'bligatory  force   of 
Chrie-tian  principles  and  torr.per,  hoth  ar   to  private   conduct  and  pub- 
lic life.     Our  poopla  have  not  yet  -Aritten  dGfinitoi7  into  theii*  li^et;; 
their   laws,  and  their  inc-ti  tut  ions,   any  other  othical  etar.clirc'   or  spirit, 
pagan,   agnoetic,   or  opportuniot.     In  this  sanca,   v;o  may  yet  be  docciibed 
as  a  Christian  state,  and  Christian  morality  rray  yot  he  eaid  to  he   thi^ 
inner  sustaining  force  of  American  life,    in   theory  at  least,   in  linger- 
ing admiration  for   its  civilizing  power,   and   its  incomparable  grip  f^n 
mens*   souls,   and  in  sheer   incomprehension  of  any  order  of  life  which 
would  prescind  from  it  or  reject   it^    logically  !^.nd  generally,   at5   iox 
example   the  Bolshevist  regime   in  Russia  or  the  recent  <Commiuiict  fiaecpos 
in  Europe.      In  as   far  as  our  political  propaganda  against  the  Prussian 
state  appealed  with  cuccose   to  the  American  conscience,    i*  -cr-e  r.long 
the  lines  of  Chrietian  morality  on  whose   tenets   it  hasod  Its  accusations, 
and  v7hoce  spirit  it   invoiced  T.4ien  it  preached  to  Berlin  ch'-.rity,  mercy,  pity, 
•respect  for  the  non-'v^nrlike  populations,   their  lives  property,   ard  'roi- 
fare.     V/e  may  take  it  for  granted  then,   that  American  citizenship     cannot 
be  maintained  at  the  high  level     of  tte  past  unless   the  educaj;ion  nhi<".h 
produces  it  and  sustains   it  be   itself  onsouled  with  the  innraMcy  of  the 
Gospel  and  of  the     best  Christian  thought,   exa.T,ple  and   teaching.-     IhiB 
seeme  a  truism  in  view  of  the  prevalent  7,orld  conditions  de^ori-jcj  >y 
Pope  Benedict  J     laclc  of  mutual  gocd-will,   contempt  for  authority,   class- 
conflict,   pursuit  of  the  perishable  goods  of  this  world,  and  utter  dis- 
regard of  the  higher  and  nobler  things  of  life. 

After  all,  the  host  security  for  ^awerican  education  and  thereby  for 
American  citizenship  is  religious  training.      For   this  v;e  have   the  authority 
of  George  T/ashington  in  hie  Farewell  Address  i 

,    Of  all  the  dirpoeitions  and  habits  which  lead  to  political 
prosperity    religion  and  morality  are-   indisponsajle  ruppoi'ts.      In 
vain  v.-ould  that  m^n  claim  the  tribute  of  patriotism  who  should 
■     labor  to  subvert  these  great  pil'arr.  of  human  h.-cppiness  -^-  these 
firmest  props  of  the  duties  of  mon  and  citizens.     The  mere  poli- 
tician,  equally  with  the  pious  man,    ought  to  recpec*-  them-,     A     ^ 
volume  could  not  trace  all  their  connections   vath  publ'.c  and  pri- 
vate felicity.     Let  it   simply  b:-  aslccds     ':lhsrc  ic   tie    -.ec-.iri'.y  -Cor 
prosperity,   for  reputation,   for  lif'^,    if  tlB   sense  of  •.elif:ions 
oblig?.tion  desert  the  oaths  v/hich  arc   the   instr-jTiioai:-    uf  invosti- 
gation  in  courts  of  justice?     l\nd  let  u?.'  vath  cmtion  indulge  the  Fup- 
position  that  morality  can  be  m-lintained  without  religion,     ^'tet^ 
ever  may  be  conceded  to   the  influence  of  rof ined  edx-.cation  on 
minds  of  peculiar  structure,  re-iiBcn  nnd  experience  >^oth  forb'd 
UE  to.  expect  ttat     national  morality  can  prevail  in  exclusion  of 
religious   teaching. 

n         The  great  primal   fact  ,of  God  ?,s  cur  malrer,   ruler,  r-.nd  .nuigo  o-rsrshadowr 
and  conditions   the  v^ole  range   of  being.      The  persuasioa  th-'^t  -^  are  niado   to 
know,   love,   and  serve  Him  offers  a  working  philosophy  of  life,  a  rompaso  on 
its  stormy  sea.     'The  'DurdenP  of  life  are  borne  more  cheerfully  when  the  corrroon 
heart  turns  easily  Heavcnv;?,rd,   and  amid  the  pressure  of  private  sorrow  and 
public  disaster  figl-ts.tae  domons  of  envy  and  discontent  v/ith  the  weapons  of 
frith  nnd  love.     The  advaroirg  centuries  bring  many  improverapn-oP  of  nroan  llf.  , 
not  all  of  them  unmitigated  blessings  perhaps,   but  so  far  they  have  not 
affected -seriously  the  hoart  of  man.     Hie  yoars  on  ■^arth  arc  yet  fe^  and  tro.- 
his   thirst  for  perfect  happiness  ever  un-quenches,   his  mistak.^  of  synptorac  fo- 
causes  persistent  through  all  time.     It  is  well  for  hi::i  if  he  have   oeen_taugh-. 
from  youth     to  look  on  the  endless  cross  currents  of  life,     with  Christian 
eyos,   if  he  can  learn  to  say  with  the  good  gray  poet, 


The  Rtgh.t  Reverend  Ihoraac  J.  Shahan. 

36. 

I  see   the  vvronf?  that  roimd  ree   lies, 

I  feel  the   guilt  within; 

I  hear  with  groan  and  travail  cries, 

The  world  confess   ite  sin.  • 

Yet  in  the  rcnddening  maze  of  things 

And  tossed  "by  storm  and  flood. 

To  one  fixed  trust  ray  spirit  clings; 

I  knov;  th^t  God  it-  good. 

"No ither  education  nor  philanthropy:  nor  science  nor  progress  can  ever 
take  the  place  of  religion,"     says  a  certain  g6od  m.itn.      These  nerely  intel- 
lectual agencies  are  no  substitute  for  a  supernatural  friith  that  is  a  dis- 
tinct light  and  guide  frora  that  of  hUKan  re?.son.     Sonething  higher  and 
nobler  than  flesh  and  blood,   something  eternal  and  inmortal,  broods  over 
this  world  for    the  regenerntion  of  man  unto  a  destiny  with  God  that  the 
human  raind  within  its  o-wn  natural  limitations  can  neither  grasp    nor  conprehfi-A 
IThe  man  who  knows  the  world  as  God's  own  work  and  every  way  related  to  a 
divine  purpose  escripes  the  hard  pessimism  of  our  modern  life  and  its  hold 
intellectual  culture   in  whose  unhealthy  light  hope  and  ardor  soon  wither  on 
the  ashes  of  faith  and  love.     li-aining  in  religion  offers   the  highest  motiver 
for  conduct,  and  exhibits  the  best  exaraples  of  a  good  life,     and  in  the 
holiness  and  justice  of  God  presents  the  highest  sources  and  sanctions  of 
respect  for  authority  and  obedience  to  the  laws,     "Only  too  well"  said  Pope 
Benedict  recently,  "does     experience  show  that  vJien  religion  is  banished 
hucan  authority  totters  to  its  fall  -  -  -  -     Likewise,  when  the  rulers  of 
the  people  disdain  the  authority  of  God  the  people  in  turn  despise  the 
authority  of  man.     There  regains  it  is  true,   the  usual  expedient  of  sup- 
pression by  force;  but  to  what  effect?     Force  subdues  the  todies  of  men, 
not  their  souls." 

But  what  ccnsi derations  c&a  equal  the  example  of  Bolshevist  Russia? 
Here  is     the  largest  and  richest  of  the  great  T/estern  states  a  prey  to  every 
form  of  wrong  and  oppression   that  the     imagination  can  conceive.     Pro- 
perty, personal  freedom,    life,   all  rights  and  obligations  aretcampled 
under  foot,  vhile  a  new  insane  order  of  life   is  offered     to  the  world. 
And  the  main  idea  of  this    revolution,   the  most  ominous  in  history,  is 
war  against  God  arxl  against  every  form  of  religion.      Its  blasphemous 
philosophy  threatens  us  every  hour,  and  its  active  wcrld-wide  propaganda 
ought  to  cause  every  sane  patriotic  mind  to  weigh  well   the  true  reasons 
and  the  real  conditions  of  its  growth  and  its  po-rrer.     It  is  tho  triumphant 
antithesis     of  the  Christian  order  of  life,  and  iti  its  entirety  the  movement 
lives  and  thrives  on  hostility  to  religion.     Could  there  be  a  better  com- 
mentary on  the     sentiments  of  George  "'ashington  as  to  the  close  relatione 
between  the  Chrietian  religion  and  the  public  and  private  welfare  of  our 
people? 

Ajterican  citizenship,  both  at  hose    and    abroad,   is  henceforth  charged  v/i  •; 
a  heavy  burden,   the  burden  of  development  on    all  the  true  inner  lines  of  our 
wtnderful  history,   and  the  burden  of  the  overseas  world  that  has  fallen  down 
upon  its  duties,   its  opportunities,  and  its  golden  hopes.     In  regard  of  the 
domestic  burden,  may  we  not  say  with  Shakespeare 

"To  thine  own  self  be  true, 
And  it  must  follow  n'5   the  day  the  night 
Thou  canst  not   oh3r  '^e  false  to  any  man." 

We  must  conserve   and  perfect  ovr  An-.erican  cor, "•opt   of  virtue,  pr-'vate 
and  political,   a  divine   gift,   it  is     true,   but  developed  amid  the  im-nfensitler 
of  natvire  and  apart  from  the  diseased  social  conditions  of  the   Old  'Vorld. 


The  Right  Reverend  ITioitas  J.  Shahan. 
if. 

We  must  gather  in,  imite,   and     assiriiilat©  the  htrnian  elersnts  forever 
Tttracted  hy  th?   loda-star  of  bur  freedom  and  oc  ■  prosperity,   but  let  us 
atone  for  past  neglect  by  wisdon,   regularity  and  humanity  of  rur  new 
philosophy  in  respect  of  the   ircmigrnnt.     V»'e  inust  imbue   the  mind  of 
4Ur.erican  youth  with  abundant  reliable  knowledge,  elementary,  technical, 
professional,   liberal,   in  due  p-oportion,  and  with  duo  rospoct  to  con- 
ditions and  circumstances,   avoiding  the  pitfalls  of  the  doctrinair.^ 
and  the  shallows  of  sciolism.     Vie  must  rscognize  and  enforce  the  great 
basic  truth  that  thQ  American  nan  livoth  «ot  by  breed  alone  nor  for 
material  ends  only,  but  that  he  is  a  child  of  God,  endowed  with  duties  and 
rights  which  he  must  deal  with  morally,  eelf-reliantly  indeed,  but  in  all 
conscience  as  before  his  Maker  and  Judge. 

As  to  the  world-burden  imposed  upon  our  American  citizenship,  we 
shall  best  meet  its  demands  by  the  development  of  those  national  traits 
which  distinguished  us  amid  the  scenes  of  conflict.     She  American  citi- 
zen will  be  ever  unselfish  and  self-sacrificing  in  face  of  the  urgent 
needs  of  suffering  humanity,  but  he  will  not  be  lacking  in  prudence, 
good  sense,  and  moderation.     Ee  will  not   substitute  himself  for  those 
who  Can  and  ought  to  work  out  their  ovn   salvation,  nor  become  the  ccc- 
mon  carrier  of  the  sorrov;s  and  woes  of  all  mankind.     In  the  coming  years, 
asthe  new  political  order  of  Europe  develops,  he  will  need  to  Ttalk 
warily  to  avoid  entanglements  in  a  world    habituated  to  them  and  wont 
to  free  itself  by  ways  and  means  that  are  not  congenial  to  American  citi- 
zenship must  hold  its   ovai  in  the  world  by  its     traditional  spirit  and  prin- 
ciples,  concerned  first  with  its  own. security  and     identity  and  watchful 
ever  lest  its  fibre  be  changed  and  a  pure  humanitarian  service    and  temper 
take  the  place  of. our  national  consciousness,  self-respect,  and  domestic  obli- 
gations. ^ Prolonged  applsoise) 

THE  PBESIDIKG  OPF.TC'SR,    GOVERNOR  IIILIKEK:        The  final  speaker  for 
the  evening  has  for  his   copic:   "Education  for  Human  Culture."       I  have  the 
privilege  of  presenting  Hon.  Enoch  A.  Bryan,   State  Commissioner  of  Education 
of  Idaho. 

HON.  EKCCH  A  BRYAK;       Tlr.   Chairman,   ladies  and  gentlemen:     I  do 
not  yet  quite  knav  why  one  should  have  been   selected  to  say  the   final  word 
on  human  culture  in  this  conference,  —  why  this  should  have  been  assigned 
to  one,  who  for  a  quarter,  of  a  century,  has  devoted  his   time  to  scientific, 
technical  and  industrial  education  in  one   of  our   land  grant  colleges.     V.'e 

(Vfliereupon,   the  speaker  read  the  following  address.) 


ip  3y  •   Hon.    Enoch    A.Bryan,    State    Cbmmiseioner 

of    Education,    Boise,    Idaho. 

We  have  discussed  during  the  past  few  days  educational 
obstacles,    objectives  and  ways   andmeans. 

Education  has  come   to  have  a  large   place'  in  the  activi-i- 
ties  of  the  civilized  races.     Elaborate  machinery  has  been  desigr.  -  i 
a  multitude  of  men  and  women  enlisted  in  the  cause,  and  a  great 
financial  budget  has  been  provided  -<    Sundry  ends   to  be   attained  hav- 
been  pointed  out  and  emphasized  during  this  session,   but,  after 

all,    it  must  not  be   forgotten t hat  the   great  ulterior  end  is  human 
culture  , 

It  is  "'ell,   before  we   separate,    to  emphasize   the  fact 
that  a  more   complete  manhood,    a  more  perfect  womanhood,   a  greater 
humanity,    includes  and  is  paramount  to   all  other  ends.     We  are 
apt   to  foget   this  when  we  fix  our  eye   too  steadily  on  nearby 
objectives  . 

Bettincr  ready  to  earn  the  daily  brcrd  is  good  and 
preliminary.     Skill   in  the   trades  and  handicrafts    is  good.      A 
command  of   the   primary   instruments  for    gaining  knovjledge   is  good, 
A  sound  and  well  developed  body  is  good  and  a  great  source  of  human 
happiness.  Efficiency,   mental  and  physical   is  a  great  good.      Civic 
ability  and  responsibility  are  essential  in  any  organized  society. 
Scholarship,    in  i"te  broadest   sense,    is  a  precious  possession  in  any 
commonwealth,      Rsligion,    in  its  broad  sense,    is  a  worth  end,    if  not 
of  state,   at  least   of  human  ed\:cation  . 

Some  of  these   incentives  are  near  and  the  incentives 
to  their  a  ttainiTient  are   great,    others  are  m.ore  remote,   more   ideal- 
istic and  their  more   complete  attainment  is  for  the   few. 

But  there  is   somewhat,    not  fully  indicated  by  these, 
and  yet  contributed  to  by  all,   a  sort   of  universal    good  of  all 
individual  and  racial  strivings.     We  call   it  human  culture'.      It  is 
the  desire  and  effort  for  self  expression,   self  enlargement,    self 
perfection,   always  in  sight-  never  fully  attained  unti  ,    "I  want  to 
know",    "I  want  to  do",    "I  want   to  be".      These  are  man's   instictive 
answer  to  the  divine  cormond,   '"Ee  ye  therefore  perfect." 

We  are  a  practical  people  .   Man  must  have  food, 
clothes,   shc:lter  .     Fe  vv'ill  prepare  him  to  secure   these.     He   must 
till   farms,  build  houses,  build  cities,    traverse  the  land     and  the 
sea,    die-  out   for  use  the  previous  and  useful  metals  and  minerals, 
span  the  floods,    tunnel    the  mountains,    fetch  and  carry  about- the 
earth  his  commodities;  he  must  fly  in  the  air,    dive   into  the  sea, 
print  the  news;    communicate  by  -'^ivB   and  without  w^.re  '7ith  his 
fellow  manl  he  must   turn  and  overturn  and  in  doing  so  mrist  create 
armies  and  navies  and  slay  his   fellow  man  by  the  millions.     And  that 
he  may  do  all   these   things,  we  will  equip  him  with   the  ^^^owleds-e 
and  give  him  the  occupational   and  technical  efficiency  to  accomplish 
all   these  results.     He  must  found  states,   make  laws,  hold  courts, 
and  establish  a  police  .     We  will  therefore   train  him  in  the  laws 
of    the  ancients,    in  the  experience   of  the  race  and s tates  that 
have  passed,   and  in  the   experience  and  conditions  of  the  men  and 
people  that  now  are,  and  we  will  help  him  to  ascertain  vrhat  they     _ 
are   saying  and  thinking  about  and  striving  for.     We  wi^xalso    ueacn 
him  the  structure-  and  functions  of  his  own  body  and  those  ot    ^^fj"'-' 
animals  and  plants  and  train  him  to  be  strong  and  of  good  health. 

But  why  rniTLt  he  do  all  these  things'?  To  whate 
^li  be  fed  and  clothes,  and  build  and  farm  and  transform  this 
taaterial  universe  about  him?     T?ihy  must  he   create   and.  destroy 


^,    ;t.u.3  ■j 


-3-  19. 

material  universe  about  him?  V/hy  must  ha  create  and  destroy, 
organize  and  administer,  construct  and  overthro'^t  and  develop 
physical  and  mental  power?  For  Human  culture,  we  answer.   And 
just  as  Me   do  not  aim  at  holiness  and  try  to  lift  ourselves 
into  Heaven  by  our  own  bootstraps,  but  rather  lift  up  the  man 
who  has  been  wounded  by  thieves  and  porar  into  his  wounds  wine 
as  an  anticoptic  and  oil  as  a  soothing  protection  from  infec- 
tions, so  v/a  use  this  multitude  of  actions  and  reactions  of  our 
physical  and  human  environment  as  the  ne^ns  v/hereby  v/e  may  grow 
into  more  perfect  beings  and  a  more  perfect  race.   Our  deeper 
striving  for  human  culture  is  like  that  of  the  apple-tree  for 
perfect  fnuitage,  like  the  strivings  of  the  rose -for  fragrance 
and  beauty. 

"These  temples  grew  as  grows  the  grass".  Culture 
is  the  subconscious,  ever  present,  ever  pressing  motive  in  all 
our  educational  undertakings. 

A  little  while  ago,  under  that  great  and  wise 
selective  draft  lav/,  ten  millions  of  our  fairest  and  best  - 
the  youth  between  the  ages  of  twenty-one  and  thirty-one  - 
stood  forth  at  their  count?ry'8  call  for  its  defense.   They 
>7ere  deemed  the  fittest,  and  they  were  the  fittest  to  defend 
the  Nation,  and  so  the  duty  which  rests  equally  upon  all  of 
making  the  ultimate  sacrifice  for  all  rested  upon  them.   And  vv."' 
with  an  heroic  calm  they  stood  ready  for  the  sacrifice,  strong 
and  supple  of  body,  courageous  of  mind,  full  of  hope  -  they 
were  indeed  our  fairest  and  fittest.   But  v;hat  a  shock  to  the 
Nation  v;as  it  when  thirty -four  per  cent  v/ere  rejected  on  ac- 
count of  physical  defects  -  most  of  them  preventable. 

So  now  our  schools  are  to  address  themselves 
to  a  new  task,  namely,  the  preservation  of  the  health  and 
the  development  of  the  bodies  of  childhood  and  youth.   It 
is  a  great  task  and  worthily  .vill  we  undertake  and  accomplish 
it. 

We  have  boasted  much  of  our  schools  in  the  past, 
have  decried  illiteracy,  pointed  with  pride  to  increasing 
percentages  of  literacy  and  have  loudly  proclaimed  universal 
knowledge  as  the  panacea  for  all  our  ills,  economic,  politi- 
cal and  social.  But  we  have  been  rudely  awakened  to  the  fact 
that  mere  literacy  and  the  life  which  ninety  per  cent  of  our 
people  are  to  live  are  not  close  to  each  other;  and  that  the 
schooling  did  little  to  fit  our  people  for  their  life  v;ork. 
We  have  learned  more  than  this,  what  v/e  had  overlooked  before, 
namely,  that  in  the  common  materials  about  us  and  in  the 
common  operations  of  life  are  to  be  found  very  fit  and  very 
useful  instriamants  by  and  through  vrhich  a  more  rational  edu- 
cation may  be  attained.  We  have  learned  that  the  living 
book  of  Nature,  once  open,  does  not  close  when  the  door  of 
the  school  room  closes  for  the  last  time  behind  the  youth, 
but  that  it  remains  an  open  book  ana  becomes  the  source  of 
continued  growth.   We,  therefore,  have  highly  resolved  to 
reject  Ho  useful  instrument  of  education  and  to  carry  into 
effect  presently  more  fully  an  enlarged  program  in  v/hich 
vocational  training  and  guidance,  or,  as  I  would  rather  call 
it,  industrial  education  will  have  a  larger  place. 

We  are  not  at  present  going  to  lose  our  faith  in 
scholarly  attainments,  literacy  appreciation  and  skill,  mathe- 
matical knowledge,  (icientific  technique,  linguistic  proficiency; 
or  philosophic  acumen.   These  ends  vxill  forever  have  a  large 
place  in  the  school  curriculeum  and  measurement  of  resultr 
will  long  be  taken  from  these  standards. 


nuii.  £,1100:1  H.  r-ryan. 
20 


Of  late  years,  we  have  talked  much  of  citizenship  as 
the  prime  objective  in  public  education.   We  are  not  likely  to 
over  do  this.   Yet,  after  all,  our  relati  n  to  the  state  is  not 
tna  only,  nor  even  the  chief  end  of  man.   It  is  important  to 
ourselves  and  others  that  we  be  good  citizens,  obey  the  laws, 
pay  our  taxes,  vote  on  election  day,  stand  by  the  Constitution 
and  support  the  party  of  our  choice.   I  grant  you  that  civic 
duties  go  beyond  these,  but  the  phrase  "citizenship"  does  not 
embrace  tne  whole  duty  of  man   I  would  point  out  too  that  the 
common  prescription  for  the  preparation  for  citizenship,  which 
includes  a  large  d(se  of  American  history,  much  study  of  the  .  . 
la^vs  and  constitutions,  sociology  and  economics,  eto.  is  not  the 
only  one  of  value.   I  have  known  men  .whose  minds  have  reached 
the  point  of  saturation  with  these  studies  v/hdse  citizenship 
was  at  least  questionable.   Geometry  also  offers  an  excellent 
training  for  citizenship.   So  does  foot  ball. 

But  all  these  things  which  I  have  recited  -  bodily 
development,  mental  development,  book  knowledge,  vocational 
skill,  civic  efficiency,  etc.,  to  say  nothing  of  universal 
military  training,  are  after  all,  as  I  have  indicated,  only 
more  or  less  perfect  means  of  the  great  end  -  human  culture, 

Now,  it  is  not  two  generations  ago  since  the  doctrine 
of  "Culture"  and  "Discipline"  as  the  chief  ends  of  education 
was  held  almost  as  a  sacred  dogma.  And  yet  there  was  almost 
more  falsehood  about  this  doctrine  as  it  was  then  held  and  ad- 
vanced than  about  any  other  educational  tenet  of  the  Nineteenth 
Century. 

The  rise,  progress  and  decline  of  this  doctrine  marked 
the  end  of  the  long  reign  of  verbalistic  education.   It  came 
as  a  belated  defense  and  excuse  for  a  regime  in  university  and 
school  education  which  had  had  a  perfectly  natural  origin  and 
development  and  which,  nevertheless,  outlived  its  usefulness. 

The  utter  waste  which  attended  a  psendo-linguistic 
education,  the  worship  by  its  devotees  of  certain  subjects  as 
the  sacred  and  sole  means  of  mental  development  and  discipline, 
the  pride  in  the  possession  of  a  body  of  purely  gramatical  and 
verbal  knowledge,  the  tJ'aste  of  time  and  strength  of  college 
graduates  over  grammars,  dictionaries  and  texts  in  their  piti- 
ful attempts  to  qualify  as  scholars,  v/ill  in  course  of  time  be 
looked  upon  as  the  wonder  of  Nineteenth  Century  education. 
The  doctrine  of  "Disciplinary  Values,"  the  falser  doctrine  of 
the  danger  to  discipline  and  culture  which  would  come  from  a 
useful,  or,  as  they  called  it,  a  "utilitarian"  subject,  have 
likewise  perished. 

But  in  the  downfall  of  the  pseudo-culture  theory, 
we  have  stood  in  some  danger  of  keeping  our  eyas  too  intently 
fixed  on  the  foreground.   ?/e  are  not  past  the  time  ?rhen  the 
literature  and  the  life  of  Greece  and  Rome  and  the  Jews  may 
find  a  proper  place  in  the  schools  and  in  scholarship.   We  ac- 
cept the  vital  importance  of  linguistic  studies  -  even  of  the 
German  language.   Aoorpting  as  we  do  the  necessary  use  of 
practical  subjects,  cechnical  and  scientific  subjects,  vocation- 
al training  and  physical  education,  we  will  also  hold  fast  tc 
music,  art,  literature,  philosophy  and  religion.   The  mater-'c/J. 
world  and  all  that  that  implies  must  be  used  in  education;  but 
so  must  the  spiritual  world  and  all  that  that  implies.   Nor  dc 
these  "metaphysical"  instriiraentalities  belong  only  to  higher 
education.   From  childhood  up  they  have  their  proper  place. 

TVh-''.  7  a.  i.vr.r  :  -.c    ■  . 
'.'':   ooiifi^r onov  i-^  t;-  •  :•■'". k-i-.o*.-   . 


Hon.  Enoch  A.  Bryan 

^   21. 

What  I  an  trying  to  say  in  closing  this  long  and 
useful  conference  is  that  educational  organization  and  in- 
struments are  here  to  make  man  and  womea.   The  true,  the  beaUitl- 
ful  and  the  good  should  enter  into  every  educational  process. 
From  the  stage  of  their  literacy  up  to  the  most  profound 
scholarship,  human  culture,  in  its  degree,  is  the  goal.   The 
clear  perception  of  the  facts  in  the  case,  straight  thinlring 
from  premise  to  conclusion,  confidence  in  the  verities,  self 
control  and  self  direction,  moderation,  consideration  for 
others,  freedom  from  prejudice,  poise,  are  marks  in  the  vary- 
ing degree  of  that  h\aman  culture  which  at  every  stage  merges. 
There  is  no  step  of  the  conscious  process  of  education  which 
ought  not  and  does  not  have  its  corresponding  degree  of  the 
ultimate  product.   Organizers,  administrators  and  teachers 
should  hold  steadily  in  view  the  Grand  Objective  -  Human  Culture. 
(Prolonged  applause) 


22. 


'i?HE  PRESIDING  OPPICER,   GOVERNOR  IIILIKEN}      Is  there  any  further 
tualness  to  come  before  thi s  conference? 

A  :S2.®ER:       L'r.   Chairman,    I  have   been  reouested  to  present  this 
brief  resolution: 

(Resolution  to  be   i  "isorted  not  handed  to  rcpoi-ter.) 

I  move  a  risinp  vote  of  appreciation   in  regard  to  this  resoliJtion.' 

('ilhe  delegates     arose  amid  applause.  ) 

COililSS  lOilCR  ClAX'JlOn:  I  assure  you  of  my  appreciation  of  that 

vote.      It   is  only  a  part  of  the  duty  of  the  Cominissiorer  of  Education,   — 
some   little  part  of  tho  great  duty  v/hidi  it  happens  he   could  perform. 
Is  there  any  other  business* 

A  DELEGA'ZE:        I  have  be^n  detailed  to  ask:  if  I  may  have  one  moment 
for  an  appeal  for   those  who  cannot  help  themselTes. 

C0I.!::iSSI013R  CUXM^:        YOU  may  sir.        Ihatfe  chivalry.' 

THE  DELEGATE:     Vx.   Chairman,    this    is    our  city,      rhose  who  labor 
in   it  are  our  servants,     'rhose  who  do  the  vjork  of  education    in   it  represent 
not   only  this  city,  but  the  nation  as  a  whole.      The ■ teachers  in  this  city, 
1  lave  been  assured,   from  information  conveyed  to  me,  are  insufficiently 
paid.      It   is  hoped   that   Congress,   by  October  will  have   for  them  a  wholesome 
increase.     I!eanv/hile,    they  approach  the  end   of  the  year   in  wMch  their  com- 
pensation has  been  insufficient.      They  face  a  vacation  in  v;hich  paj/ments  do 
not  come, and  they  are  about  to  appeal,   or  lia^'-e  already  done  so   to  Congress 
for  a  sj500  bonus  for  relief  in  this  em.ergency,  ard,    sir,   I  ask  your  permis- 
sion to  offer  this  resolution: 

« 

(Resolution  to  be   inserted  not  given  reporter) 

Sir,   I  move  the  adoption  of  the  resolution, 

COI.i:,:ibSlOliER  CLaXPON:     You  have  heard  the  resolution. 

(The  resolution'  was  seconded  by  two  members  of  the  Conference. ) 

C0:s:iSSI0tER  CLA'ITOF:      it   is  seconded  twice.      I  could  get   it 
saconded  a  good  many  times  if  you  v;ould  let  me  call  on  certain  people   here. 

A  DELEG^-.TEs       2.lr .   Chairman,    in  viev;  of  the   fact  that    this  con- 
ference is  a  general     conference, and  not  a  specific  conference,   and   in 
view  of  the  fact  that  many  members  here  might  make   the  same   request,   that 
their  salaries  are   inadequate,    —  my  own  salary  is   inadequate;    I  v/ould  like 
to  have  a  bonus,   and    I  v;ould  for   this  assembly  to  -rote   th-at  bonus  in   some 
fashion.      In  view  of  these   facts,  Ji*.  Chair ^n,    I  move  to  amend  by  re- 
ferring this  resolution  to  the  General  Committee  on  Resolutions. 

C0I.!I:ISSI013;R  CLAXTOITs     is   there  a  sec  end  to  the  amendment? 

A  DELEGATE:       JSr .  Chairman,  may  I  say  a  word? 

COIUJISSlOreK  OUXSOIU      You  may. 

THE  DELEGATE:  The  people  in  the  City  of  Washington  ha.'e  no 
^oice.  lly  friend  could  go  home  and  talk  to  his  oongressman  and  geb  re- 
lief.    The  people   of  this  city  have  no  vote,   no  voice.     They  are  our 


23. 


servants.      They  depend  on  us.      It  is  our  business,    the  business  of  everyone 
of  us.      (Applause) 

THE  PEESIDiFG  OFi?lCEF.,  COIvriSSlOTEPL  CL/kXTOIlJ  I'ay  I  male©  a  statement' 
J  imagine  the  motion  is  offered  mi  this  principle,  that  the  United  States  ou 
of  its  treasury,   pays  at  least  half  of  this  fund  It  determines  vhat  the 

other  shall  b&,   and  the  City  Council,   for  the  purposes  of  educatior^l  apc.ro- 
priaition,  cira  the  representatives  in   the  lower  house  and  the  Senators  of 
the  United  States,   caning  from  everywhere, and   the  citizens   of  'Vashington 
have  no  kind  of  power  to  instruct  or  to  request  except  as  bepging  these 
people  who  represent  the   states,   comrunities   from  whi- h  they  come,   as  vi^ell 
as  the  whole   of  the   United  States.       Very  franlclv,  when  this  v;as  first  pre- 
sented to  me,   I  took  the  position  which  the  gentlenan  v;ho  has  made  the  amend- 
ment  took.      I  saw  no  reason,   after  further  reflection,  \iihy  we  should  not, 
if  you  desire,  pass  this  motion.     There   is,    I  believe,  no  second  to  th» 
amendment.       All  who  favor  the  motion,  — 

(The  question  was  called  for.) 

(Wheret^on  the  motion   //as  diily  put  and  unaniraousely  carried.    ) 

THE  PRESIDING  OFFICEE,  COLC'ISSIOIER  CLAXTON:     Any  further  business? 

A  DELBG^/jE:      I  should  like   to  say  that  these  men  who  have  no  ccnstruc- 
tive  program  as  yet,   --   they  are  fulj.  of  enthusiasm,   and  t)ey  want  you  to 
know  that  we  are  all  going  to  cooperate. 

THE  PHESIDIKG  Oi!<'ICEK,   GOXISSimER  CLaXTOK:        I  was  just  abmt   to 
say  a  v;ord  about  what   I  know  to  be  in  the   interest  of  a  large  part  of  Amer- 
ica,  —  of  a  very  large  part  of  our  people,   —   that  group  of  certain  young 
men  who  were  called  from  their   occufations,    some   of  them  volunterring  before 
they  were  selected,    others  in  obedience  to  the  policy  adopted  by  the  United 
States  Government,   going  when  called,   devoting  themselves  to  the  defense 
of  the  country,    for   the  cause   of   freedom  and  Democracy,   two  millions  aind  more 
of  them  crossing  the  seas,   willing  to  die,  raar^r  of  them  dying,    others   in- 
jured,   returning  to  this  country,  all  taking  the  risk  for  the   sake   of 
Freedom  and  Democracy,  knowing,  as  most  of   them  do  fully  appreciate,   that 
there  can  be  no  freedcm  without  the  education  of  man,  and   that  Democracy 
can  come  and  stqy  only  v;here  there  is  a  hi^  degree  of  intei  ligence  and 
freedom,       a  group  of  young  men  impressed,  as  no  other  gToup  of  men  in  all 
the  ages  have  been,  as  to  the  value  of  education.       Hundreds,  —  thousands 
of  men  and  women  of  all  kinds  telling  them  of  the   importance  of  education, 
and   they  themselves  seeing  it,  returning  to    this  country,  vdth  an  a  loos  t 
pathetic  desire  for  an  opportunity  for   the  kind   of  thing  that  many  of  them 
had  been  deprived  of;  and   in  so  far  as  I  know,  devoted  to  the  cause   of 
freedom.  Democracy,  and  of  the  great  agency  throu^  v;hich  they  can  come. 
In  our  campaign,   if  v;e  shall  call  it  such,    that   is  to  be  persistent  until 
equality  of  opportunity  may  com.e   to  all  the  children  of  all  of  the  people 
of  these  l&iited  States  and  to  the  grown  up  men  and  wcanen  also  until  there 
shall  be  no  forgotten  man,  no  abandoned  and  neglected  vToman,  and  no  lost 
waif  of  a  child.     We  shall  depend  on  them,  after  the  wanen,   if   I  may  'say 
it   ,   on  this  magnificent  body  of  young  iren,  whom  I  believe  rrany  of  them, 
most  of  them  will  be  v;iiling  to  sacrifice  as  much  for  this  great  constructive 
principle  as  they  were  ready  to  sacrifice   for   Freedom  and  Democracy  and  for 
the  safety  of  the  country.      It  is   iYeedom  of  Democracy  and  the   safety  of  tif 
country  for  v;hich  thay  will  work.    (Applause) 

..Is  there  anything  further?   If  not,   this   First  NationalnCiti^enn  • 
Confeience,    the  first  e /er  held   in  this  coiJntry,   so  far  as  I  know,   the 
first  of  its  kind  en  the   scale  ever  he  Id  in  the  world,    is  now  adjou/^  le'i- 

(Whereupon  the  First  National  Citizens'  Conference  was  adjcj'v.  3'. 
sine  die     at  10:08  o'clock  p.m.) 


SECTIONAL  C0HFEREN3E   OF   STAT^   RlfPERINT^ND^NT^  OF  PITBLTC   IK" 

STRUCTION. 

Morning  Session,   i!fe,y  19,   1930. 


SUGGESTIONS  AS  TO  MEANS  OE  RE ''SUITING  TEACHERS. 

|»   Salariss  must  bs  raised  to  reasonable  living  wage. 

2.  Qualifications  laas-t  be  raised^and  salaries  graded 
on  training  and  experience. 

3.  Better  housing  condixions  for  teachers  and  social 
recognition  of  the  service , 

4.  Make  profession  attractive  for  more  raen  teachers. 

5.  Furnish  eruployraent  for  tv/elve  months  in  the  year. 

6.  Certificates  based  on  training  and  experience  to  be 
issued  by  the  State. 

7.  Security  of  tenure. 

8.  Graded  salaries  increasing  ^Tith  successful  experience. 

9.  Pension  systen  financed  by  the  State. 

10.  Equalized  support  assuring  specific  amount  for  each  pupil. 

11.  Provision  for  training  of  teachers  in  service. 

12.  Subsidy  for  teachers  talcing  normal  training. 

13.  Teachers  participation  in  school  administration. 

14.  Enforcement  of  compulsory  educational  laws. 

15.  Wide-spread  publicity  for  need  of  trained  teachers. 

Afternoon  Session. 

SUGGESTIONS  AS  TO  liEANS  OF  RAISING  ' SCHOOL  REVENUES  TO  ?EET 

THE  ElffiRGENCY. 

1.  Give  5(yfo   of  all  fines  and  forfeitures  to  support  of 
schools. 

2.  Poll  tax  to  be  levied  or  increased. 

3.  Collect  royalties  on  Natural  Resources  and  Public  Utili- 
ties. , 

4.  Tax  on  banks  and  corporations. 

5.  Inheritance  tax. 

6.  Proceeds  of  sale  of  school  lands. 

7.  50^  of  income  tax  and  excess  profit  tax  to  support  of 
schools. 

8.  State  to  guarantee  fixed  sum  per  child  to  be  educated. 

9.  Distribute  school  money  on  basis  of  ability  and  effort. 

10.  Federal  aid  for  statj  school  systems. 

11.  State  to  furnish  50^^  of  school  revenues. 

,  Respectfully  submitted, 
A.  0.  Neal, 

Secretary. 


Minutjs   of  thj  Meeting  of   the   Stat.3   Superintendents'    Con- 
ference  In  Cc;inect;ion  v/ith  the  National  Conference, 

Washington,  May  19  &  80. 

On  Wednesday,  May  19,  the  Section  of 'State  Departments  of 
ducat ion,  including  State  Superintendents  of  Public  Instruction, 
■epresentatives  of  State  Boards  of  Education,  County  Superintendents 
f  Schools,  repres )ntatives  of  County  Boards  of  Education,  and 
jmbers  of  tue  State  Legislatures  ,rnet  in  Room  E,  Washington  Hotel, 
.t  10:00  A.  M.    This  meeting  -ras  called  to  order  by  Honorabls  M.P. 
Shawkey,  State  Sup-^rintendent;  of  Free  Schools,  Charleston,  West 
^irginia.   .  A,  0.  Keal,  Unit  3a  States  Bureau  of  Education  was  elected 
Secretary. 

Reports  were  given  by  various  State  representatives  includir^ 
;he  following  States:   Pennsylvania,   Kentucky,  California,  Con- 
lecticut,,  Virginia,  Neu  Jersey,   Rhode  Island,  Indiana,  Tennessee, 
South  Carolina,  Alabama,  Ioi.;a,  Nevada  and  Ohio.   The  meeting  v^as  then 
spen  for  discussion  of  the  question  of  recruiting  teachers,  Fifteen 
ief init  ^  suggestions  were  offered  and  advocated  by  members  of  the 
rroup.   These  vrere  later  adopted  as  part  of  th3  resolutions  as  sub- 
nitted  her8-.7ith. 

The  afternoon  session  opened  at  3  P.  M.   vith  the  same  officers 
and  additional  mimberr.  present.   The  afternoon  rras  devoted  to  the 
liscussicn  of  the  means  of  raising  school  revenues  to  meet  the  emer- 
sncy.  Various  .plans  were  siiggested,  and  these  were  reduced  to  11, 
hich  are  einbodied  in  the  resolutions  submitted.   The  resolutions 
oramittee  ,  consisted  of  State  Superintendent  Lorraine  E.  Vifooster, 
of  Kansas,   State  Commissioner  E.  A.  Bryan,  of  Idahof  J.  M, 
;.IcConnell,  St.  Paul,  Minnesota;  2.  V/.  Butterfield,  of  Nov;  Hamp- 
shire, and  E,  C.  Brook,  State  Superintendent  of  North  Carolina. 

Resolutions  Mere   read  and  the  committee  continuad  until  the 
next  day.   On  Thursday,  May  30th,  the  Section  met  at  3  P.  M.,  and, 
in  the  absence  of  Superintendent  Sha-7key,  State  Superintendent 
C.  P.  Carey  of  Wisconsin  v/as  called  to  the  chair.   At  the  invita- 
tion of  the  Conference,  Honorable  H.  M.  To'^ner  appeared  and  ex- 
plained the  plan  of  the  Smith-Towner  bill  now  pending  before  Congress 
After  a  brief  explanation,  a  spirited  discussion  of  the  bill  was 
conducted.   Opposition  was  voiced  by  Rev.  Graham,  the  Educational 
Extension  Agent  of  the  Catholic  Church,  Cincinnati,  Ohio,  and  State 
Superintendent  Svrearingen,  of  South  Carolina.   This  was  followed  by 
an  address  on  the  Training  of  Teachers  for  Rural  Schools,  by  John 
A.  H.  Keith,  President  State  Normal  College,  Indiana,  Pennsylvania, 
and  this  was  followed  by  general  discussion.   The  report  of  the 
resolutions  committee  and  the  resolutions,  including  the  suggestions 
made  at  the  Conference,  v;ere  submitted  and  adopted.   The  resolu- 
tions are  as  follows: 


Report  of  Conimittee  on  Resolutions. 

Your  Committed  appointed  to  prepare  a  statement  relative  to 
the  present  situ  t ion  of  education  in  the  United  States  re- 
spectfully reports  — 

1.   A  Crisis  exists  in  public  education  throughout  the 
United  States.   This  is  demonstrated  by  the  follov7ing  facts :- 

First,  In  all  parts  of  the  country  th3r3  have  bean  during 
the  past  year  many  schools  ivithout  teachers. 

Second,   Many  schools  have  been  supplied  with  teachers  of 
less  than  standard  qualifications  o 7ing  to  the  in- 
ability of  school  boards  to  secure  those  fully  quali- 
fied. 

Third,  The  general  testimony  of  colleges,  universities  and 
high  schools,  and  especially  of  normal  and  other 
schools  for  the  professional  training  of  teachers 
indicates  distinctly  a  decrease  in  the  supply  of 
persons  preparing  to  enter  the  teachers'  profes- 
sion.  In  viGT7  of  the  large  normal  annual  loss, 
and  the  abnormal  current  loss,  the  present  threat- 
ened decrease  in  the  supply  is  alarming. 

Fourth,  Ihe  costs  of  operation,  equipment,  construction, 
and  reconstruction  have  increased  enormously. 

Fifth,  The  war  has  revealed  an  amazing  degree  of  illiteracy, 
and  erroneous  conceptions  of  American  institutions 
on  the  part  of  many  per  sons,  v/hich  call  for  special 
treatment. 

Sixth,  The  clearly  manifest  general  unrest  has  seriously 
affected  the  morale  of  the  teachers^''  profession. 
While  in  this  case  the  unrest  is  largely  economic, 
it  is  recognized  that  administrative  and  social 
factors  enter  into  the  consideration. 

Seventh,  In  addition  to  the  problems  of  elementary  and 

secondary  education  we  are  confronted  '^ith  a  great 
decrease  in  the  attendance  upon  normal  schools,  a 
large  increase  in  the  attendance  upon  high  schools, 
colleges  and  universities,  and  entirely  inadequate 
budgets  for  these,  ^Tith  a  consequent  unrest  in  the 
faculties  of  higher  and  professional  institutions. 


-  2  -  . 

The  public  has  boers  slo.rly  becoming  conscious  of 
thj  3jriousnsss  of  tas  situation,   but  it  in  not 
yat  fully  awake  to  ths  far-reaching  coneequtincos  of 
a  failure  on  its  pai^'t  to  aaopt  ^promptly  alequata 
r3iB3di3S.   The  aspiration  of  t:  ^  Amarican  peopl3 
for  education  nas  deoponed  into  a  conviction  that 
there  is  no  oth^^r  activity  so  vitally  connectad 
with  its  stability  and  its  ./elfaro. 
One  of  tii3  Kost  oncouraglng  signs  of  the  tiwes  is 
the  interest  of  civic  and  fraternal  organizations 
and  public  officials  in  s^Biieril  in  education  and 
these  actii'-itien  in  promoting  better  facilities. 
The  present  crisis,  coming  at  a  time  ..'hen  '^e  have 
become  especially  conscious  of  our  need  of  an  en- 
larged program  in  the  direction  of  the  health 
and  physical  development  of  childhood  and  youth, 
and  at  a  time  i/hen  there  must  be  a  great  expansion  in 
in  industrial  education,  demands  on  our  part  a 
det  )rniiied  effort  to  meet  it. 

II.  The  problem  'rhich  -.73  are  called  upon  to  solve  primar- 
ily concerns  the  public.   It  does  not  concern  primarily  the 
common  school  teacher  or  the  college  professor.   Y/hatever  of 
inconvenienc )  or  temporary  hardship  the  members  of  the  teach- 
ers' profession  might  be  called  upon  to  endure,  this  -would 

be  no  more  than  people  i n  oth jr  occupations  have  undergone, 
as  a  result  of  great  economic  changes.   The  chief  concern 
must  be  the  possible  effect  upon  our  children,  and  upoh  our 
economic,  social  aau  political  '.-ilfare. 

III.  Your  Comnittee  sxiggests  that  the  jrincipal  means  of 
meetinr^  tn3  present  crisis  in  education  are  economic  and, 
therefore,   reasonably  easy  of  application.   It  is  to  be 
remembered:* 

(a)  That  tne  expenditure  in  time  and  money  for  the 
academic  and  professional  training  of  the  teacher 
is  very  considerable  and  is  T7holly  out  of  propor- 
tion to  the  expenditure  in  preparation  for  many 
other  occupations.   Therefore  the  remuneration 
of  the  teacher  must  be'  increased  accordingly. 

(b)  That  the  competing  demands  of  othar  occupations 
requiring;  intelligrat  and  educated  /orkers  will 
surely  contirnae  to  deplete  the  ranks  of  teachers  ... 
as  it  is  now   doing,  if  thoy  are  not  met. 

(c)  That  this  profession  is  peculiarly  susceptible  to 
the  crowding  in  of  weak,  unprepared  and  incompetent 
members,-  seeking  a  pension  at  the  public  expense. 


-  3  - 

(d)  Tiiat  ths  doi^fease  in  the  purchasing  pov/er  of 

the  dollar  has  left  the  real  wages  of  the  teacher, 
in  many  cases,   at.  a  lov/er  point  than  it  .vas 
before  the  T7ar. 

(e)  That  nomine.l  incomes  in  agriciltural  production, 
manufacturing  and  commerce  Lave  increased  mater- 
ially of  late  axid  that  it  ".Till  require  no  larger 
fractional  part  thereof  to  meet  a  parallel  outlay 
for  instruoTicn  anci  operation  of  schools. 

IV.  In  many  cases  constitutional  and  statutory:  limita- 
tions prevent  a  villirg  ccmnunity  from  meetirig  the  situation 
promptly.   In  all  cases  the  reconstruction  of  budgets  and  the  . 
levying  ana  collecting  of  a.ddit:^onal  taxes  is  a  serious  handi- 
cap. 

Citizens  of  the  sever&A  Slates  should  hasten  to  correct 
antiquated  constitutional  limitations  which  prevent  people  from 
paying  from  their  o\7n  pockets  the  money  necessary  for  the  edu- 
cation of  their  o^vn  children.   La'.7s  should  be  promptly  modified 
to  meet  present  day  conditions.   Additional  sources  of  revenue 
should  be  used  in  support  of  a'ducation. 

In  every  State  and  commuhity  th^re  should  be  formulated 
definite  school  plans  and  budgets  \Thich  recognize  that  the  at- 
tempts already  made  to  elevate  the  teachers'  profession  are  but 
palliatives  primarily  and  must  be  followed  by  progressive  plans 
which  will  provide  during  succeeding  years  for  the  teachers' 
increased  recognition,  —  financial,  social,  and  professional, 
and  adequate  support  of  public  education. 

Teachers  of  the  elementary  and  high  schools  and  colleges 
should  receive  salaries  commensurate  ^vith  the  increase  in  other 
occupations.   More  adequate  facilities  for  the  present  program 
must  be  followed  by  enlarged  plans  for  physical  development  and 
for  industrial  education  -ihich  v;ill  meet  the  needs  of  our  great 
democracy. 

V.  Your  Committee  cannot  close  its  statement'nritihcut  a 
word  designed  particularly  to  sustain  the  morale  of  the  teach- 
ers' profession,  as  its  previous  statements  have  been  intended 
to  awaken  the  public  to  its  duty.   A  great  profession,  with 
the  traditions  v/hich  have  been  attached  to  that  of  the  American 
teacher,  should  not  be  easily  shaken. 

All  classes  of  people  need  to  learn  this  lesson,  that  the 
remedy  for  over  organization  is  not  disorganization,  but  is  the 
development  of  units  of  self-government  with  more  effective 
leadership.   The  school  is  a  unity.   Cooperation,  mutual  trust, 
and  team  'Tork  on  the  part  of  executives,  teachers,  and  patrons 
are  necessary  to  meet  this  crisis. 


-  4  - 


Your  Comrnitt33  haa  attamptal  to  define  the  crisis  in 
education  and  to  mention  the  most  apparent  needs.   It 
should  be  thj  purpose  of  this  conference  to  outline  a  con?^' 
structivo  and  lorvvard-lool'ing  program  that  aill  suggest,  to 
the  American  people  a  v;ay  tc  strengthen  the  teaching  profes- 
sion and, stabilize  the  public  mind  for  a  better  educational 
system.   This  will  give  tho  country  a  better  citizenship 
through  elimination  of  illiteracy,  a  better  health  and  phyci- 
cal  education,   a  broader  industrial  and  vocational  prepara- 
tion and  a  saner  conception  of  American  ideals. 

Lorraine  Elizabeth  Wooster 
•  E .  A .  Bryan 
J.  M,  McGonnell 
E.  U.  Butterfield 
E.  C.  Brooke 


ggc-273 


TRAINING  TH3  TEACHERS  FOR  THE  RURAL  SCHOOLS 

By 
John  A.  n.  Keith, 
F.-esident,  State  Normal  School,  Iniiana.,  Pa. 
May  20,  1920. 

Section  I. 

r.  Teaching  in  a  XTiral  school,   -  with  pupils  of  all  ages  studying  the 
whole  round  of  subjects,    -vita  irregular  attendance  and  short  terms,  with 
the  necessity  for  maMng  the  school  the  social  centre  of  and  for  the  com- 
munity -  is  the  most  difficult  teaching  task  in  the  whole  round  of  public 
school  service. 

Section  II. 

In  the  past,   at  the  present,   and  for  the  imnediate  future,   rural  school 
teacners  have  been,   are,   and  will  be  -  v/ith  only  occasional  exceptions  - 
the  youngest,  most  icmature,  most  poorly  prepared,    least  experienced,    lowest 
paid,   and  of  shortest  tenure  of  the  entire     700,000  persons  employed  in 
public  school  service. 

Section  III. 

The  finding  of  enough  people  who  will  undertake  teaching  in  rural 
schools  to  keep  them  going  at  all  is  practically  impossible  today.  As  a 
matter  of  fact,  most  country  schools  aire  "kept"  rather  tniji  being  taught. 
The  imnediate  problem,  therefore,  is  how  to  keep  the  rural  schools  going 
at  all. 

Section  IV. 

The  lov/est  minimum  (redundency  in  two   languages  used  for  emphasis  only) 
of  preparation  for  rural  school  teachers  is  two  years  of  professional  work 
after  four  years  of  high  school  work.     At  no  time  in  the  past  have  we  had, 
the  country  over,  more  than  two  per  cent  of  rural  teachers  meeting  this 
minimum  standard.     It  will  take  at  least  ten  years  of  consistent  educational 
team-work  of  a?character  hitherto  unknown  in  our  various  States  to  reach 
this  minimum  standard  for  our  rural  schools. 

Legislatures  must  provide  the  money  for  the  professional  preparation 
of  rural  school  teachers. 

Legislatures  must  finance  rural  education  in  nev;  ways  so  that  the 
compensation  of  rural  school  teachers  is  above  that  of  girls  in  factories, 
department  stores,   and  offices. 

The  American  people  must  come  to   see  the  State  and  National  significanc 
of  public  school  work  -  and  to   sanction  it  in  new  ways. 

The  problem  of  the  rural  school  is  not   simply  the  rural  life  problem  - 
it  is  a  State  problem  -  even  a  National  problem  of  first  and  fundamental 
maignitude. 

The  Norma]}.  School  stands  ready  to   ic  all  within  their  power. 

Section  V. 

We  must,  therefors,  for  the  present,  and  for  the  next  decade  in,  let  x 
hope,  a  decreasing  degree  make  use  of  tecrporary  and  unsatisfactory  expedie- 
to   secure   some  professional  training  for  rviral  School  teachers. 

Anong  these  expedients  already  in  use  we  may  note: 


John.  A.  Keith, 


"o 


k       ^t  S5ieMc'SM"feiS?Si°Jlass,    in  the  Senior 
yeai'  or  in  n  post-graduate,   year. 

C.  The  Mid-Spring  and  Stmrnor  Sessions  of  Normal 
Schools     at  the   sphool  itself  and  other  points, 

D,  The  Six  Vfeck  Coinity  Institute,   or  ev^n  shorter 
school  of  nethods. 

Aiion§  expedients  that  hav3  not  come  into  general  use  as  yet  v/e 
nay  mention: 

A.     An  increased  number  of  Assistant  County  Superintendents, 
who,    hy  raor<2  frec^uent   supervisory  visits  and  group  meet- 
ings aay  increase  the  effectiveness  of  teaching  hy 
tintrainsd  teachers, 

S,     Normal  School  2:;tension,    including  visitation  of  rural 
schools  by  the  Honaal  School  extension  teacher  and  meet- 
ing rural   school  teachers  regularly  in  groups  fpr  their 
instruction.     Such  work  is  doomed  to  failure  unless  the 
County  Superintendents  cooperate  most  cordially. 

C.  A.  limited  group  of  untrained  teachers  could  meet  weekly 
to  plan  the  work  for  the  coming  wosk  and  to  discuss  their 
difficulties  of  the  precceding  week  under  the  leadership 
of  an  experienced  ^nd  trained  teacher  who  is  actually 
doing  rural  teaching. 

D.  Tffoxio  of  the  preceding  plans  being  available,   the  Coxaity 
Superintendent  could,    especially  after  a  Sumner  School 
of  methods  held  under  his  auspices,   furnish  teachers, 
weekly,  mimeographed  outline  plans,    suggestions,   etc 
that  would  be  helpful  to  beginning  teachers,   provided 
there  were   frequent  enough  supervisory  visits  to  help  the 
teachers  over  the  hard  places  and  to  keep  up  the  teacher's 
courage. 

E.  We  might  try  the  expedient  of  paying  out  of  the  State 
Treasury  a  small  amount    per  month  to  those  who  will 
undertake  to  prepare   themsielves  for  rural  school  taachi:ir,{ 
contracts  covering  such  grants  of  state  money  should  be 
very  carefully  drawn  and  executed,    such  proceediire  is  not 
without  precedent  in  our  country.     If  the  preparation  of 
teachers  for  the  public  school  service  is  a  state  functioii 
and  if  a  money  payment  is  necessary  to  induce  young  people 
to  enter  preparation  for  this  service,    the  State  can 
either  pay  or  fail. 

Section  VI, 

All  of  these  e:5>edients,    especially  the   short  end  summer  term  courses 
for  rural  school  teachers,    should  be  used  without  lessening  efforts  to   supply 
all  rural  schools  with  teachers  having  the  minimum  preparation  already  men- 
tioned;  and,    in  so  far  as  is  possible,,    these  expedients  should,  v/ithin  a 
given  state,   bo  arranged  into  a  progressive   series  that  vvould  enventually 
become  a  part  of  the  desirable  minimum  already  set  up. 

^  In  short,    ever:/  state  ought  to  start  right  av/ay  ona  ten  year  programme, 
with  the  idea  of  having  by  1930,   a  teacher  with  two  years  of  professional 
preparation  beyond  the  equivalent  of  a  four  year  high  school  course,  and  with 
the  further  idea  of  establishing  a  progressive   series  of  minimum  for  profes- 
sional training  for  rural  school  teachers. 


Jolnn  A.   Keith., 

#3 


SECTIOII  VII 


Barol  to  the  realization  of  any  guch  ten  year  program  is  the  payment 
of  tsachers  for.  twelve  Jionths  in  the  year,  even  though  the  State  itself  hci-s  to 
pay  what  would  seem  to  be  "vacation  wages",       V/Taen  this  is  done  rural  •   - 

school  toa^hers  will  become  devoted  to  professional  preparation  and  enthusiastic 
over  rural  school  toaching. 


I 


T>!I!:UTES  OF  SECTION  III  llEEx'IKG 

Ifirrsday,   I&y  20,    1920 
"Mffi  pPJIPAHATIOr  OF  TEACHEBS" 


Conrr.issioner  Ciaxton   eKtanied  a  welcome  to  those   in  attf^ndanc^  and  ex- 
pressed hii^  appreciation  of  the    affort  made  by  eo  many  to  attpnd  thn  Confer- 
ence at  this   inconvenient   tin.e.      He  explained  that    the  Conference  was  not 
primarily  one  of  educators  but  of  citizens,   repr^^senting  the  people  who  ovm 
the   schools  and  pay  for  therii  and  '.vho  are    interested  in  a  vjay  v.-e  cannot  be. 
He  explained  that  there  is  a  crisis  ;n  education.     Public  attention  is  now 
centred  on   it.      xhe  war  '.vas   costly,    in  many  ^vays ,    in  men  and  v^omen  in  the 
prin.e   of   life  v^j-io  died  or  became    incapacitated,   as  '.•;ell  as  in  dollars.      The 
"Orld   is  chaotic.      The  old.  has  passed  and   the  rev;  cannot  be  established  at 
once.      There  must  be  clear   thiricinf    and  patriotic  action  to  avoid  disinte- 
gration.       iTor  riany  reasons  the   schools  are  about  to  brealc  dovai.     Tvo  hun- 
dred thousand  children  are  vithout  schools  rho  should     be   in  them.      There 
are  about  45,000  malceshift  teachers,    teaching  on  temporary  or  eraerirency  cer- 
tificates,   and  v<ho  would  not  be  permitted  to   teach  vmder  normal  conditiors. 
Probably  350,000  have  no  adequate  preparation. 

V/hen  nien  pay  money  and  establish  systems   in  order  that  the  children 
may  be  prepared  for   citizenship,   v;ith  all   its  difficulties  for  making  a 
li'^ng  and  enjoyment  of  the  finer  thinr-s  of  life,    the  teachers  to  whom  the 
children's  velfare    is  entrusted  should  ha'/e  a  minimum  of  tv,x)  years'  education 
and  professional  preparation   beyond  the   hicli  school.     Assrming  this  as  a  min- 
imxm,  more  than  half  the  teachers   in  the  United  States     are  below  standard. 
The  condition  is  not  new.     Vy'e  have  never  had  an  ad-.vquate  sumlv.of  teachers. 
If  all  those  fiat  graduated  from  normal    schools   in  the  past   thirty  years 
v/ere  livin^;  and  teaching,   there  v.-ould  not  be  enough  prepared  teachers  to  fill 
the   schools.      One  State  reports  that   it  needs  6,000  teachers  every  year  and 
the  number  of  graduates   from  normal  schools  and  teachers'   colleges  is  less 
than  1,000.       Another  needs  9,000  and  graduates  3,000.       In  1912  I  estimated 
that    if  all  graduates  of  all   colleges,    normal    schools,    technical,  and  all 
other  schools  above  hij^'h  schools,  be£;an   teaching  ,  v/e  would  still   be  60,000 
short   to  fill  the  positions. 

Vhis  body  should  set  standards  for  teachers  and  put  them  in  the  minds 
of  the  people.      If  there   is  any  reason  why  one  school  should  have  a  preriared 
teacher,    there  is  th-^  same  reason  that  all  schools   should  have.      It  is  un- 
just  to  bive  the   t^ood  teachers  to  some  and  not   to  others.  '    Teaching  should 
be  a  profession  which  means  that  a  teafiher  should  remain  loni    enough  to  iret 
the  power  and  skill  vhich  come  only  throu^^  ejrperience. 

Hisih  school  teachers  are  leaving  the  profession  as  vrell  as  elem.entary 
teachers,     a  study  bein^  r.ade   in  the  Bureau  of  Education  shows   that  about 
one-third  will  quit  teaching  this  year.     Estimating  the  number   ofgraduates 
prepared   for  high   school,   according  to  the  National  Education  i-.sEOciation 
standared  of  twenty  years  ago,   th^t    is,    colle:^  fraduation  •vith  some  pro- 
fessional training,    there  v/ill  be   a  shorta^r^   of  ibcut   15,0C0  next  fall. 
College  professors  have  been  leaving  this  year   for   salaries  more  than  twice 
hat   they  have  received  in  colleges.      Teaching:  is  not  the  only  drain  on  the 
colleges.     A  conference  of  high'.ay  engineers  held  in  v/ashington   last  week 
estimated  that  six  hundred  trained  hi  jhsvay  engineers  and  tv^nty-five  hundred 
trained  aen  for  assistant  engineers  will  be  needed  each  year  for  the  next  ten 


-2- 


-jeixTs.      Jhic,    for   one  industry  only,    indicatoc  ths  need   of  trained  men  and 
the  difr.culty  of  keeping  college  sraduates  in  the  teaching  profession. 
Tfeiachers  cannot  teach  unl est   educated.      'I'her  v  r/ay  occc^^ioni^lly  be  a  born 
teachsr ,  but  not  120,000  needed  each  y<*i-.T   to  fill  the  vacancies.     'Ve  rauct 
tr;iin  teachers  or  ve  v/ill  not  have  tham. 

I  r.slaed  you  to  cor.e   to/jetler  also  to  consider  the  shortage  of  appli- 
cants  for  adriission  to  noLn,-;!  schools.      Thsre  are  at   ler.st  twenty  percent 
fewer  ;^-raduate&  this  year  th-.n  in  1916,    r.nd  fifteen  percent   falling  off  in 
attendance.       I  asli  'rou  to  discust-  the  situ- t  ion,   to  elect  your  chaiman, 
drav;  up  r.   statement  of  cor'^.itiors  snd  such  t'ecom:  lendotions  as  you  see  fit 
to  meat  the  eraer^^ncy  for  the  present  and   for  the   future  and  report  to  the 
general  sectlcns. 

m,   CHARLES  LiCIiEEJry, President  of  the   State  Teachers  GollOb-c,  Ypsilanti 
Michigan,  was  nominated,   and  unaniroousely  elected  Chair^ran. 

J?HE  CHhlHlAlI:  Let  us  decide  hwv  to  occupy  our  time  most  profitably. 

President  Keith  suggests  tl-jat  we  c^t  further  facts  as  to  enrollment  nezt 
year,     /irst,  v/e   sho'Jld  appoint  a  comrr.ittee  of  five   to  draft  the  resolutions 
and  report  later,     x'hs  coiu-ittee  was  no:^inated  fron   the   floor:     Dr.   B.R 
Payne,   Chairman,  W.B.   Strau^han,    of  Pennsylvania,   president  :.!cGilvray  of 
Ohio,   C.E.   Evans   of  Texas,  :.:r.  Allen  of  Valley  City,  Forth  Dakota. 

The  Ghairrr^in  announced  the  topic   for  the  morning  would  be  tho-  means  of 
tettins  a  supply  of  students  for  next  y^r.r.     President  Chapin  of  ITe-vV  Jersey 
opened  the  discussion  vdth  figures  concerning  conditions  in  Hew  Jersey. 
Foui'  years  a£o  there  '.vere  six  hundred  students  in  a  building  with  a  capacity 
for   only  four  hundred,     ^^t  present   there  are  but   three  hundred  forty  five 
and  the  entrance  class   1  .£t  year  numbered  only  one  hundred  seventy  five, 
less  th^n  hv.lf  the   usual  number.     Text  year  the  total  enrollment  v/ill  not 
exceed  three  hundred  with  one   hundred  ne'"  studentt.       From  certain  high 
schools     from  w}.ach  the   school  has  received  sixtv     students,  we  are  next  year 
to  set  only  four.     Vve  have  h  td  a  publicity  campaif^n  including  a  luncheon  and 
fete  day  on  our   campus.      In  spite  of  all  our  efforts  we  will  have  less  t  an 
half   the  number  of  usual  :pi.lic?nts  next  year.     V/e  tried  to  leirn    the  psychol- 
ogy of  young  women  in  hi  ah  schools.     '.Ve  sent  questionnaires   to  school  pupils 
asking  why  they  did  not  go   into     teaching.   Ealaries  was  one  reason  given. 
(Salaries  in  New  Jersey  are   from  $1200  a  year  up).       2.     Teachers  do  not 
marry.      {Though   they  do.     Our   investigation  shows   that  they  do.)     3.      It's 
a  dog's  life.     Teachers  break  down.     4.  Figh  school  teachers  advise  students 
not   to  go  into  teaching.     'JJiis   latter  reason  is  most  prevalent.     Apparently 
all   teachers  give  this  advice.      In  New  Jersey  there  are  from  500  to  800 
under-qualified  teachers  and  the  pupils  entering  the  normal  school  are   not 
among  the  best  of  the  high  school  students.   5.   Stuients  say,   "V,liy  go  to  nor- 
mal school  v/hen  I  can  take  sn  ex^zraination  and  get  as  good  a  salary?" 

THE  CHAlriFj^:     ^Vhy  are   teachers  sour  on  their   job? 

Reply:      There  is   a  feeling  of   injustice,    of   financial  and   social  l-^ck 
of  recognition,  and  they  are  supervised  too  much  and  badly. 

MR.  KEinj  OF  PElv'NS-YLVAKIA:     V;e  h-ve    sent    to  high  schools  asking  for 
the  number   of  pupils  going  to  norm?!    schools,  none  are  going  into  teaching, 
and  we   cannot  recarmend  that  they  do  under  present  salaries."       V/e  are  h/.'-ving 
difficulty  to  keep  up  our  enrollment.     'There   is  now  tvjo-thirds  of  the  usual 
number.     Graduates  are  reduced  from  365  to  136  and  next  year   the  number  will 
be  lower.       \-'e  have   difficulty  in  holding  even  to  that  number.     High  school 
principals  and  teachers  recommend  th-  t   their  pupils  go  to  college  because 
they  themselves  h  ve  come  frcra  colleges,     w'e   shoull  have  normal   school   grad- 
uates teaching  in  high  schools.      This  necessiti^tes  a  foui    j'ear  cotirse   in 
norJKil  schools.     We  cannot  meet  the  situation  if  all  tlr-  people  of  cbility 


X>  to  college   instaa  .  of  to     normal  schx^ol.     The  situation   in  Pennsylvania  is 
serious.     At  no   ti.T:e  have  two  per  cent   of  our  rural  teachers  had  proper  pre- 
paratioi-i.     T.'e  must  retrieve  the   i^round   lost   and  formulate   ideals   for  th3 
benefit    of  our  country. 

Kr.  Wilde,   of  Boston  University:       We  are  interested  in  icno-.ving  vi:  7/ 
ter.chers  urge  ethers   not   to  teach.     As  a  result   of  a  questionnaire  we  find 
the  following  reasons:     Lov  salaries,   bad  supervision,   excessive  routine, 
and  cleric:.!  v.-ork  outside  of  school  hours,    lack  05  recognition  from  the  public 
school  officials,   credit  for  v/ork  done  by  the   teachers  given  to  principals  or 
superintendent   instead  of  the   teacher,    unfairness  on  the  p-.rt   of  outdjders. 
Thete  were  the  most  common  replies.      In  IJew  Hampshire   there  is  a  campaign  on 
now  to  raise  the  enrollment.        fhe  principal  of   the  high   school  is  the  real 
key  to  the  situation.       Degree  courses  should  be  established  in  normal  schools 
which  can  be  accepted  as  the   equivalent  of  two  year  courses   in  college.     This 
arrangement  has  helped  in  17ev.'  H^mpshiret 

iH.   ::*1;SVIELD  OF  PENNS ttVAlJ lA :     At  a  recent   ccnference  in  Pennsylvania 
■ve  found  tv/o  :;orroal  schools  running  at  a  maximum  of  attendance.      Others  very 
low,     'i?here  ari  two  raasons   for  this:       1.   Too  much  professionalism.       V/e  seem 
to  be  running  to  seed  with  this.     People  do-  not  see   teaching  as  a  businesc.   2. 
Not    enough  normal   school  teachers    in  high  schools.     Advice   to  young  people  is 
to  00   to  college.      In  one  country  in  v^hich  each  high  school  principal   is  a 
gra:ltLite  of  a  normal  school,  many  students  are  sent   to  the  normal  schools.     V/e 
"ust  h..ve  more  -men  in  normal  schools,  and  so  f.ignify  the  profession  that  men 
■ill  feel   there  is.  opportunity  in  teaching. 

i.S.  :!CGILVRAy  01*  OHIO:        Are  your  students  high    school    graduates? 

JE.   LMISFIELD:     All  but  about   twenty  percent. 

IJB.   NOBLE,   UKVEESITY  OF  IIOETH  CAROLINA :      I  an  surprised  th^  t  the  point 
is  raised  here  concerning  the   social   standing  of  teachers.      It  must  be  tb^-t 
city  conditions  contribute   to  this  or  else  the    situation   is    local.-    In  my  State 
of  North-  Carolina  the   teacher  has  an  established  social  position.     We  v/ill  not 
submit   tooGing  belittled.      Teaching   is  an  honorable   profession.      V^-ny  go  from 
teaching  to  very  high  poe  it  ions.     Colleges  should  not  assuiie  an  attitude  of 
aloofness  toward  norrar- 1  schools.      It  may  best-for  noriral  school  v.ork  to  be 
done   in  collagoa.      It  irritates  me  for  colleges  to  announce   themselves  as   train- 
ing people   for  supervisors.     Supervisors  should  have  experience   in  th©  work 
which  they  supervise.     Educational  courses  shoijld  count  toward  a  bachelor's 
degree.  .  ■• 

L!?..  KENT,   OF  BHIO:        Our   sitviation   is  about  the    same  as  that  sketched      .. 
for  New  Jersey.     Our  enrollment  has  decreased  from  six  hundred  to   l^'O  htmdrcd. 
Our   entr..nts  are  high  school  gralustes.     A  canvass  of  oxir  high  schools  shows 
little  results  in  the  way  of  new  students   for  next  year.     An  interesting  re- 
co  m.endation  has  recently  been  m.a(?e   in  Ohio,   namely,    that  the   l«?gislature 
adopt  one  of  two  recommendations  made. 

1.  That  stiiients     at  normal  schools  be  pata  a  living  v;age  while   getting 
their  teacher  preparation. 

2.  That   they  get  no  money  during  preparation  but  a  bonus  on  graduation 
equal  to  the  amount  received  under  plan  one.      Tn is  will  be  tried  out   in  Ohio 
next  year,  we  hope.     The  chief  objection  to  it   is  the  difficulty  of  financing 
it.     However,    if  we  are  to  teve  e'lucation,    it  must  be  properly   firancod.     V-'o 
are   the  only  country  which  doo^.:  not  give  liberal  scholarships   in  its  normal 
schools.     The  policy  is  a  democratic  one.     ' 

THE  CHAlIi:.'AN  ASKS:     Vvhy  are  not  people  going  into  teaching?     Conditions 
are   evvrywhsra  much  as  described  for  Ohio.     Social  recognition  is  a  real  force. 


-4- 


udCently  a  fourth  of  the  enturino  class  in  a  Gl3velan  I  normal  school  'vas  niaie 
up  of  coloi-ed  or   foreign  Ijorn.      It  is  a  syls-ry  question  l-.rgoly.     T/'e  muet   of- 
fer tin   same   iniuceraents  z.s  other  linos  TDif.iing  c.gainst  us.  Also  normoQ   schodls 
must  develop  four  year  courses  unl  prepure  hit.h  c-hool  te.'.iChers  .     Both   t';vo 
.■.n\  four  year  ccursss  .nust  be  offered.     ITie  effoct   of  i.  four-ye.-Lr  co-orse  on 
enrollment   in  the  two-year  coiirse    is  alv;ays  t^oocl. 


•     A  'le legate   fron.  Penns7iv.:;nia  reported  thr^t  the    introduction  of  the   four 
year  course  hts  le;'.  to  the  enrollrrje;it  of  one  hun:lred  fifty  young  :Tien   stnc'ents 
who  '.voul'  not  otherwise  "be  in  a  norm'.l  school.     Colle^-es  are  not  prepared  to 
prepare   teachers. 

lir.  Lvanc   of   ^exas  asked:   "Are  we  not  caning  to  the  ti^s  when  tv;o  years 
are  not    enough  trajnino"  for  teachers  in  elementary  schools? 

Ur.  Deal  of  west  Virginia  University  explained  that  he   is  in  symjathy 
with  normal  schools,   "l^^t  believes   that    the  trcu'ule   is  not  with  salaries  bj.t 
is  a  disease   of  the  profession  itself.     Me  are  arguing  about  normal  schools 
rmd  x?ollei:j9£  •"■&  to  v'hich  institution  are  to  t'et  students,     ifen  v;ho  have  follow- 
ed law  or  nedicine,   even  if  they  fail,   do  not  Icnock  their  former  professions 
3?  they  knock  teaching,     we  miist  think  of  things  other  than  salaries,  and  we 
must  not  base  our  campaigns  on  money  alone. 

IS..  iiCUlLVFuiY:     \;e  did  organize  a  canpaign  and  a  well-organized  one 
in  Ohio,   but  ^7ithout  good  results.      Salaries  arr-  needed  also. 

m.  VffilSET,  OF  rORTH  C'-ROLll'.^;. :     The  matter  is  a  local  problem.      In 
North  Carolina  our  normal  schools  were  full  during  the  v/ar  and  are  nov/  full. 
'.Ve  -are  refusing'     one  and  ons-half  times  as  many  applicants  as  v/e  can  accomodate 
..bout  1500  students  were  turned  a\7P.y'  in  our  state  because   of  lack  of  room.  V.o 
hope  to  iet  a  lav;  for  certification  of  teacliers   in  North  Carolina  which  will 
include  minimtsm  e^il^ries  and  hi^h  qualifications. 

"iUESi'lOl. :     Are  your  entrants  hit^h  school  graduates? 

1.31,  ■•.BIGHt:     About  eighty  percent..   All   of  our  graduates  go  into  teach- 
ing. 

TiJE  CHAl!i:^.IT:      Let  us  keep  in  mind  the   fact  th::t   since  t'r©  beginning  of 
the  war,   con:litions  have   substantially  chLoif-ed.     TTew  opportunities  and   in- 
creased wages  gives   the  te  chers  a  chance  to   leave. 

ME.   CHaI3E?;S,   OP  PEK:SYLVAMIA:       Unrest  is   generally  a   conditior     not 
confined  to  teachers.      It   is  in  all  lines  of  work.     Teachers  are  not  ■» 'le  only 
ones  vjho  are  alvising  others  not  go  to   into  their  own  line  of  v;ork.     At  a 
ti':e  like   this  an  unstable  element  comes  to  the   top.     These  are  the   ones  making 
the  most  fuss.     They  are   also  the   ones  least  entitled  to  hold  the  positions 
they  hold.     V/e  have  overdone  our  ovm  propag?^.nda  as  to  salaries  so  that  a  bad 
impression  h^as  gotten  abroai  about  our  profession.      It   is  true   that  in  Ponnsvl- 
vania  normal   school   students  are  falling  off  rapidly. 

DH.   PaY1''JI;,   Or'  TEM^ESEB:     It   seems  to  me  that  the  reme-'y  may  be   in  some 
eleients  not  so  priminent  as  salary.     That  is  not   the  only  influeace.     Great 
men  ccr;ie   into  cur  profession  for  other  reasons.     v;e  do  not  want  to  go   into  tie 
m_.rket  enl  bribe  people   to  m   into  our  profession,     We  can  never  compete  with 
business.     Vie  must  recognize  this.     Teachers   think  th^.t  their   leaders  have 
failed  them.     V,'e   someti;  es  fail  to  h:;ve  competent   leaders  among  our  teachers. 
Let  us  remer.ber  the  spiritual  elements   of  our  profession,     .".any  are  not  leaving 


&A 


-5- 


ilie  service  argument  will  beat  the  salary  argument.     Our  greatest   success 
vill  be   in  emphasiijirg  the  spiritual  revnrds   of  teaching. 

rHC  CHfillv.iilT:      I  wish  I  could  agree  with  Pr.  Payne.      I  would  challenja-Q 
hiir,  and  I   V70u3d  win  on  the-  salary  ruestion  cny   time.      Spiritual  •^irgument  hf.s 
failed,     'x'eachers  coir.e  from  hOKes  of  woi-lcing  p«ople  ^'^'i  tradesmen.     jTifty  per 
ceow  of  the  stuients  in  ovar  Itichi^'-n  normal   schools  are  self-supporting. or 
living  on  borrowed  ironey.     Iher  -fore,   altruistic  argument  is  not  enoUbh.     ''7e 
must  stresE  money  as  v/oll.     Poople   Cv.nnot  pay  for  the  privilege  of  teaching. 
It   is  an  injustice  to  their  childrun. 

:.PvS.  Bi^DSlEY  OP  r/JIiJT.'.:     One  clement  which  has  not  been   recognised 
is  that  there  are  no.n:/  oppoi*Gunitie&  now  open  to  -women  v/hich.  formerly  were  not. 
Teaching  cannot  now  got  all  the  wcmcn. 


REPORT  OF  TliS  SECTIOII  ON  HIGHER  E3XICATI01I  OF  THE 
NATIOIIAL  CITIZ5JIS'  COl^'FERiNCE- 

Ciiairasn:   S  P.  Capsn,  Diructor  of  ths  American 

Council  on  Education. 
Secretary:  G.  F.  Zook,  Bureau  of  Education. 


In  oponirg  the  conference  the  chairman  made  a  st&tsment  of  the  situation 
in  institutions  of  higher  learning..   He  pointed  out, that  the  present  ^cgnomic 
situation  had  practically  halved  the  inooms  which  collages  are  tmxversities 

were  receiving.   At  the  same  time  the  number  of  students  has  increased  enor- 
Duously.   The  effect  of  this  sitruation  iias  worked  ^reat  hardship  on  Ux.e   teach- 
er-s  in  these  institutions  who  have  heen  tempted  to  leave  colleges  and  univer- 
sities in  considerable  rumbers  to  accept  more  remunerative  positions  in  indus- 
try and  business.   The  quality  of  the  recruits  whom  the  institutions  of  higri- 
3r  learning  have  been  able  to  secure  from  the  graduate  schools  has  steaidily 
diminished,  until  it  is  very  apparent  that  the  gradtuate  schools  are  net  now 
finding  it  possible  to  turn  out  men  as  well  qualified  as  they  should  be  to 
undertake  positions  in  colleges  and  universities.   The  adverse  financial 
situation  has  also  had  a  very  depressing  effect  upon  the  amount  and  quality 
of  research  which  members  of  the  faculties  in  colleges  and  universities  have  ' 
been  able  to  undertake.   At  a  time  when  tha  technical  and  social  problems 
are  becoming  more  and  more  complex,  this  is  a  matter  of  extremely  great  moment. 

The  chairmaai  then  raised  the  question  as  to  what  means  should  be  under- 
taken to  secure  the  increased  funds  so  necessary  in  colleges  and  universities. 
He  also  pointed  out  the  fact  that  many  experts  in  education  were  beginning  to 
feel  that  much  time  and  energy  is  v^asted  in  our  educational  system;  th-at,  as 
compared  to  European  countries,  it  is  ordinarily  necessary  in  the  United  States 
to  take  two  more  years  for  the  same  grade  of  preparation.   The  question  was, 
therefore,  as  to  whether  or  not  the  conference  should  discuss  the  possibility 
of  reorganization  in  the  American  school  system. 

The  chairman  then  appointed  the  following  persons  as  a  counittee  to  fol- 
low ths  discussion  of  the  section  on  higher  educa.tion,  and  later  to  report 
a  series  cff  resolutions  which  seemed  to  embody  the  ideas  wiiich  were  presented 
at  the  conference: 

Charles  S.  Howe,  President,  Case  School  of  Applied  Science. 

L.  D.  Ccffman,  President-elect,  University  of  Minnesota. 

V/.  R,  Boyd,  Chairman,  Finance  Committee,  lov^a  State  Beard  of 
Education. 

James  H.  Dunham,  Dean  of  ths  Faculty  of  the  College  of  Liberal 
Arts  and  Sciences,  Temple  University. 

S.  P.  Capen,  Director  of  the  .American  Council  of  Education. 

Dr.  P.  P.  Claxton,  Cocaaissioner  of  Education,  then  presented  in  a 
few  remarks  the  reasons  for  calling  the  National  Citizens'  Conference.  He 
emphasized  the  emergency  in  education,  including  the  situation  in  institutions 
of  higher  leairning.   He  pointed  out  the  fact  that  the  entire  educational  sys- 
tern,  especially  the  olimentary  schools  and  the  secondary  schools  are  now 
staffed  with  an  inadequate  supply  of  competent  teachers,  and  that  students  in 
normal  schools,  oollegss  and  universities  vAio   intend  to  go  into  the  teaching 
profession  have  diminished  in  number  to  an  alarming  extent.   It  therefore 
becomes  incumbent  upon  those  who  have  the  welfare  of  the  educational  system 
of  the  United  States  at  neart  to  takis  immediate  steps  for  the  relief  of  the 
situation  throughout  the  school  system.   He  therefore  asked  the  section  on 
higher  education  to  contribute  as  much  as  possible  toward  the  solution  of  the 
problems  with  vdiich  colleges  and  universities  are  naturally  connected. 

In  beginning  ths  general  discussion  it  was  pointed  out  that  the  present 
inadequate  supply  of  well^ trained  persons  for  the  schools  and  for  the  indus- 
tries would  result  in  a  great  decrease  in  the  productive  capacity  of  the 
United  States.   For  instance,  if  it  proves  ioopossible  for  engineering  schools 
to  secure  capable  men  of  specialized  training,  it  will  be  impossiblsfor  the 
industries  to  produce  the  necessary  quantity  of  goods  and  xr.aterials  for  con- 
sumption in  the  United  States.   The  same  observatior  holds  true  for  these 
institutions  of  learning  v/hich  are  indeavori^Jg  to  turn  out  well-trained  per- 


SECTIC&T  U       Page   2 

sons  to  •undsrtsikG  trie   teaching  positions  tnrotiglicut   tno  national  educational 
systea. 

As  a  means  of  inoeting   the  emergency  in  colleges  and  \miv3rsiti£s,    it  waa 
BUggested  that   3ac".  institution  should  ii;ak3  a  careful  survey  of  its  present 
financial  condition  and  tut  growth  of  enrollcient  during  the  last   10  or  20  years 
-s  a  means  of  discov.^ring  wnat   the  needs  of  ths  institution  would  be  in  the 
future.      It  v/as  pointed  out    chat  the  cnornious  growth  in  attendance  at   secor.dary 
schocls,    the  growth  in  the  population  of  the  State,    and  the  addition  of  nev: 
schools  and  courses  at  an  institution  are  factors  of  consequence  which  help 
to  determine  what  the  growth  in  attendance  at  any  one   institution  will  be   in 
futiu-e  years.      Such  a  survey  would  give  a  scienl.'f ic  basis  for  future  plans 
p.nd  for   the  presentation  of  financial  needs  to   legislatures  or   to  persons  or 
organizations  with  wfcich  the  institutions  have  financial  relations. 

As  a  result  of  a  survey  of  tnis  character  the  University  of  Minnesota 
was  able  to  forecast  its  financial  necessities  for    several  years  in  advance. 
It  was  estimated,   for   instance,    that  the  number  of  f re  sheen  enrolled  at  the  Univ«j 
ersity  of  Minnesota  in  September,    1920;   will  be   soiiicwhat   scialler  t.ian  it  was 
one  year  previously,   but  that  there  will  be  a  steady  growth  in  the   total  number 
of  students  attending     that   institution,   v/hich  growth  can  be  forca-st  fairly 
accurately.      Several  other  members  of  tlie  conference  gave  it  as  their  opinion 
that  the  enrollnient  of  freshmen  at   their  institutions  will  be  as  great  in 
September,    1920,    as  it  was  in  the  previous  year. 

In  response   to  the  question  as  to  what  colleges  and  universities  ought 
to  do  under   the  conditions  of  such  increasing  enrcllii.ents,   it  was  suggested 
tnat  State  institutions  will  be  compelled  to  carry  their  campaign  for  the 
necessity  of  much  greater  appropriations  to   the   legislatures  in-  a  convincing 
way,    and  that  institutions  depending  on  private   support  will  have   to  do   the 
same  thing  v/ith  tnose  persons  or  organizations  on  which  they  depend  for  fin- 
ancial  support. 

It  also   is  apparent  that  many  persons  connected  with  colleges  and 
universities  are  beginning  to  feel  that  some   sort  of  reorganization  of  the 
antire   educational  system  is  necessary,   where ty  the  colleges  and  universities, 
especially  the  State  institutions,    can  be  relieved  of  a  large  peart  of  the  work 
now  given  during  the  fresl^man  and  sophomore  years. 

This  suggestion  brought  vcp  the  possible  desirability  of  establishing  a 
number   of  junior  colleges  throughout   t;:e  various  States.      Seme  mei-bers  of  the 
conference  were   in  favor  of  the  addition  of  a  thirteenth  and  foTirteenth  year   to 
the  public  school  system,   wherever  it  is  possible   to   establish  this  work. 
Such  an  organization  would  also  permit   students  to  remain  nearer  their  homes 
for   two  years  longer   than  is  possible  when  they  go  to  large  universities  upon 
graduation  from  secondary  schools.      It  was  suggested  too,    that  with  sucdi  an 
organiz^^tion  the  United  States  would  have  a  system  of  secondary  and  higlier 
education  closely  approaching  that  now  found  in  most  European  countries. 

It  was  pointed  out  that  the  Ciost  ftindamental  reorganization  necessary  is 
not   so  much  a  matter  of  aiu-inistraticn  as  it  is  a  reorganization  of  the  curriculum 
which   should  be  undertaken  by  this  newer  type  of   secondary  school.      There   sliculd 
be   such  a  reorganization  of  the  material  of  instruction  as  will  enable   students 
who  gc  from  these   secondary   schools  to  begin  technical  and  professional   special- 
ization immediately  upon  entrance   in  tne  universities.      In  this  -jway  the  tmiver- 
sitieswould  be   largely  relieved  of  tiie  great  amount   of  work  now  done  in  the 
freshman  and  sophomore  years,   which  is  mostly  of  secondary  nature. 

Tne  reorganization  of  the  curriculum  of  secondary  schools  also  raised  the 
question  as  to  whether  or  not  it  will  be  possible  thereby  for  the   secondary  school? 
to  reduce  the  amount  of  time  now  devoted  to  wt:a.t   is  generally  regarded  as 
secondary  work.      It  was  pointed  out   that  the  average   sci".ool  term  in  the  United 
States  ha,s  been  increasing   steadily  during  the   last  few  decades.      It   should 
therefore  be  possible  v/ith  the  proper  organization  of  curricula  to  do  the   same 
amount  cf  work  in  from  one  to  two  years  less  time   than  it  is  now  being  done. 


GECTIOIT  IV       Pa^Q  3 

In  Eiaropearj.  countries  the   seccndary  sciioois  ordinarily  prepare   students  fcr 
entrance  upon  the  professicnal  and  toc-mical  cctirses  in  ijnivsrsities  in  tvvc 
years  l&ss  ti/,.e  ti.an  /u..ericaii  students  are  prepared.      It   shculd  be  possible  to 
do  in  the  United  States  the   saiae  quality  cf  .vork  in  the   sai^e  tiae  as  it   ie 
dene   in  Burcpean  countries. 

Vft-iat  can  be  dr  .le   in  cclleges  and  universities  regarding  the  enorii^ous  slj-ori 
:iC3  cf  properly  qualified  teachors  for   t-e    seccr.ia.ry  sc.-ocls?     Persons  who  undei- 
t:.is  .vork  should  be  graduites  of  colleges  and  universities  and  if  possible  'iiAve, 
-as  is  the  requirement   in  California,    at  least  one  ysar  of  graduate  work.      In 
the  past,    colleges  cf  arts  and  science  have  lar^el-'   supplied  teachers  for    che 
secondary  schools.     Kc-.vever,    a  dixainisl-ing  proportion  of  rradioat^s  fro...  colleges 
cf  arts  and  science  are  i^oin::  into  the  teachinj  profession.     Furt:^er,    the  private 
institutions,   vviJ.ch  riave  alv/ays  stressed  tl;e  work  in  arts  ^ni  science,  h.ave 
been  furnisl.ing  L.uch  the  larger  proportion  cf  graduates  w:-o  go  into   ti..e  teacliing 
profession  in"  the  publicly  supported  secondary  schools.     Ti.is  observation  holds 
true  especially  in  the  Eastern  States.      In  the  Middle  7/estern  and  Far  ITestern 
States  the  pablicly  supported  institutions  are  responsible  for  a  larger  propor- 
tion of  students  vvho  go   into  t.ie  secondary  schools     as  teadiers. 

T^-.e   question  was  then  raised  as  to  vtiether   it  would  be  possible  for  State 
legislatures  to  ^incourage  private   institutions  to  continue  this  v/ork  by  giving  ' 
theci  financial  assistance,      It  was   suggested,   however,    that  t..is  financial 
assistance  could  not  be  ,^'iven  ini;:.ost  States  cf  the  Nation  on  account  of  con- 
stitutional or  legal  provisions  prohioiting  State  legislatures  froci  rendering 
such  financial  ^-id.      Such  a  question  beconies  s0i..ev/hat  delicate  w:.en  it  is 
appreciated  that  Dost  of  the  private   institutions  are  closely  identified  with 
socie  religiour.  organization. 

Discussion  of  ceasures  of  relief  for  the  teacher   sl^ortage   in  the   second- 
ary schools  brought  out  the   suggestion  that  v;e   should  not  neglect  the  appeal  to 
students   in  colleges  and  universities  to  go  into   teaching  as  a  L^eans  of  public 
service.      It  was  felt  that  especially     in  the  woiLen's  colleges  this  could  be 
made  with  great  force.     As  a  aeans  of   stimulating  the   interest  of  persons  Wiuo 
might  be  induced  to  go   into  the  teaching  profession,    due  consideration  should 
be  given  to   the  possibility  of  financial  encom-agament  to    students  wftio  attend 
norcial   schools  and  teachers'   courses  in  colleges  and  universities. 

The  problem  of  higher  education  aiijong  negroes  was  next  c-entioned  as  being 
an  extremely  important  one.     Four  Ivundred  thousand  negroes  served  in  the  Arcuy 
and  gained  scr:^  appreciation  of  tcjd  necessity  and  desirability  of  further 
education  than  ti^ey  uad  so  far  received.      In  order   to  establish  properly 
equipped  schools  it   is  necessary  to   secure  a  luuch  larger  amount  of  public  funds 
than  negro   scxiools  are  now  obtaining.     The  appeal  for  properly  qioalified  negro 
teachers  has  reached  an  alarnin~   situation,    and.  business  and  industrial  corpor- 
ations are  extre^.ely  sl.ort  on  properly  qualified  persons  of  the  colored  race   to  -i  i 
dertake  work  v/it/.  them.      The  situation  obtaining   in  the  Souther  States  regarding 
negro  education  brcu^ht  cut   the  fact   ti^at  the  w-.ite  people  cf  the   Sout..  are 
beginning  to  appreciate,   as  they  have  never  appreciated  before,    the  necessity 
for  increased  facilities  for  education  aii-icng  the  colored  people.      In  order  to 
affect   U-is  purpose,    interracial  comj:.ittees  have  been  establislied  in  a  number 
cf  Southern  States  raid  coi.m-anities,    -/here   the  problem  i.as  been  discussed  at 
great  length.     Ti:ese  organizations  are  endeavoring  to  lay  out  plans  vA.ereby  tr.es- 
ideas  can  be  carried  cut.      In  this  way  it  is  confidently  hoped  that  negro   in- 
stitutions will  receive  a  much  larger  appropriation  from  State  funds  than  has 
so  far  baan  possible. 

At   the  afternoon  session  ti.e  c. airman  raised  the  question  a.s  to  '.Aether  or 
not  tne   euergency  in  student  attendance  at  cclleges  and  universities  will  not  r-3c- 
essitate    tlie   limitation  of  student  enrollment.      It   is  easier   to   secure  this 
lii-itation  in  student  attendance  at  institutions  supported  by  private  funds  than 
it  is  in  State  colleges  and  universities.     For  instance,    Dartmouth  Colleg,3  har; 
already  annrunoed  that  a  limitation  of  600  students  is  to  be  placed  on  the 
freshunan  enrollaent  at   that  institution  next  September.     T.'^ie  State   institutions, 
on  the  other  hand,    are  usually  required,    tiircug..  constitutional  or   legal  prov- 
isions,   to  admit  all   students  who    satisfy  t:.e   entrance  requirements.     lie  also 
suggested  that  it   is  a  well-lcncwn  fact   that  mar^   students  who  are  now  in 
attendance  at  colleges  and  universities  are  incapable  of  carrying  en     collegie.te 


SECTION  IV   Page  4 

work  so  as  to  gain  great  profit.  These  students,  it  was  suggested,  should  be 
eliminated  as  early  as  possible. 

The  problera  is  not  so  nuch  a  uatter  of  eliminating  students  froQ  colleges 
and  universities  as  it  is  pf  adjusting  our  educational  program  to  suit  the  special 
needs  of  all  persons  who  seelr  additional  education.  As  a  ueans  of  assisting  a 
large  body  of  student,  to  secure  the  desired  education,  colleges  and  universities 
could  conduct  a  large  amotint  of  extension  vsrork,  and  thereby  make  it  unnecsssary 
for  many  students  to  be  in  residence  at  instutions  of  higl-ier  learning;  It  was 
felt,  however,  that  in  many  instances  students  should  not  be  penaitted  to  obtain 
all  the  work  which  they  desire  through  corresponder^.e  courses,  as  it  is  extreme- 
ly desirable  that  students  pursuing  these  courses  iiiculd  be  in  actual  attendance 
at  an  institution  of  higher  learning  for  at  least  a  portion  of  the  time. 

As  a  means  «f  solving  the  emergency  existing  in  colleges  and  universities, 
the  question  shculd  be  presented  to  the  people  as  their  problem,  and  not  as  ti-c 
problem  of  the  institution  concerned.   It  was  believed  that  v\aien  the  problem  is 
presented  in  its  proper  form  public  sentiment  will  always  rise  to  a  proper  ap- 
preciation of  the  existing  emergency.  In  order  to  arouse  public  attention  to  the 
situation,  there  should  be  an  extended  publicity  ca^-paign.  Such  campaigns,  wherever 
they  have  been  conducted  on  a  dignified  basis,  ir^ve  usually  produced  the  desired 
results.   It  should  be  appreciated  in  this  connection,  that  a  scjall  increase  of 
fromlO  to  25  per  cent  in  the  funds  available  for  institutions  of  higher  learning 
is  generally  a  palliative  only,  and  not  a  cxare   for  tue  situation.  The  public 
must  be  made  to  feel  that  increases  of  from  50  to  100  per  cent  are  in  most  in- 
stances, either  absolutely  necessary  or  highly  desirable.   "•.  .  '".:'. 

In  this  connection  mention  was  made  of  the  loss  of  social  standing  wtoich  the 
entire  teaching  profession,  especially  in  colleges  and  universities,  has  suffered 
as  the  result  of  the  inadequate  financial  compensation  now  given  to  professors  and 
instructors  in  colleges  and  and  universities.  Men  in  other  professions  in  recent 
years  have  been  able  to  secure  greatly  increased  compensation  aind  have  therefore 
attained  a  high  plane  of  public  esteem,  whereas  teachers  in  colleges  and  tiniver- 
sities  have  in  many  instances  been  compelled  to  accept  what  amounts  to  reduction 
in  salary  and  a  lower  social  recognition.  For  members  of  the  faculties  of  coll- 
eges and  universities  to  continue  in  such  a  ccnditon  is  regarded  as  most  unde- 
sirable. It  will  undoubtedly  react  greatly  to  the  detriment  of  higher  education. 

The  session  on  Thursday  afternoon  was  opened  by  an  address  from  Dr.  M,  L. 
Barton,  president-elect  of  the  University  of  Michigan.  In  his  address  Dr.  Bur- 
ton pointed  out  that,  notwithstanding  the  enormous  sums  of  money  which  State 
legislatures  have  in  recent  years  provided  for  higher  education,  and  in  spite  of 
the  astonishing  s^ums  which  have  been  given  to  private  colleges  and  universities, 
the  institutions  of  higher  learning  now  find  themselves  confronted  by  the  very 
greatest  finamcial  emergency. 

Furthermore,  during  recent  years,  State  institutions  in  particular  have  been 
increasing  the  student  attendance  at  a  very  rapid. rate.  The  University  of 
Wisconsin,  for  instance,  has  doubled  its  enrollment  each  decade  during  the  last 
four  decades.  On  account  of  this  enormous  number  of  students  and  the  inadequate 
financial  support,  the  morale  of  college  and  \iniversity  faculties  is  at  a  lower 
ebb  than  it  has  been  for  many  years.   The  ca^^paigns  for  additional  funds  have 
inevitably  resulted  in  a  loss  of  self-respect  by  members  of  faculties  who  have 
spent  years  in  attempting  to  secure  an  adequate  preparation  for  what  they  be- 
lieved would  be  a  dignified  calling.  As  a  result  of  the  war,  these  men  and  women 
have  often  found  their  services  in  great  der:a.nd  in  business  and  industry,  and  they 
are  beginning  to  leave  the  institutions  of  higher  learning  at  an  alarming  rate, 
at  a  time  when  the  supply  of  recruits  from  the  graduate  schools  is  dwindling  in 
number  and  diminishing  in  character. 

This  alarming  situation  in  Institutions  of  higher  learning  is  of  special 
consequence  in  a  democracy.  The  United  States  is  in  great  need  of  men  who  are 
trained  not  only  for  technical  and  professional  positions,  but  as  leaders  for  the 
solution  of  the  extremely  complex  economic  problems  which  are  presenting  them- 
selves to  the  people  at  the  present  time.  The  very  quality  of  civilization  in 
this  country  therefore  depends  in  large  part  upon  the  character  of  instruction 
which  can  be  secured  at  institutions  of  higher  learning.  Just  in  so  far  as  it  is 
possible  to  push  out  the  borders  of  knowledge  through  research,  investigation 
and  discovery,  just  so  far  does  it  become  possible  for  American  democracy  to  make 
the  progress  that  is  expected  of  it. 


SECT  I  on  IV         Page  5 

In  t..3  jresent  o^.erger-c:/  in  institutions  cf  r^isiisr  learning  Dr.   Biirton 
saggastei  t-^e  follcwir-G  possiisle    solutions: 

1.  T:;e  deli^berats  rrodviction  br  ere  rropsr  a,Ji:.inistrative  officials  cf  r^ 
iefioit  in  t-e  ccllage  cr  Tai..ivsrslty,  •,v.;erever  tla=.t  could  'be  le.~u,ll7  lone.  iJ- 
t-xcuili  t^as  ^.i:;:it  act  as  i-.  stii-ulus  fcr  securing  proper  fiiiancial  ascistai-ice  it 
would  not  1:3  a  desir'-bla  tiling  under  -icst  circu..f3tanc3  3.' 

2.  Calling   special  scssicus  cf  Stata  ia.-i  slaturss  fcr  tl.e  purpose  'f   -se- 
curing adequate  firiancial  assistaiiCJ:.     As  a  pracdcal  i-iatter  this  is  net  usui-llv 
possible. 

3.  T/.e  adKption  of  ,7/.c-t  r-ay  'oe  called  a  rallcc^l  "buifcSt,    in  .v„ioL  all,    or 

I     Tiearly  all,    cf  the  r.one,7  availp.ble  is   spent  bsicre   the  end  cf  tie  collegiate  yaar. 
i      Such  an  3:crodi3nt   is  probably  not  desirabls  in  :;.ra';   institutions. 

4.  liie  adoption  of  v^.at  asc/  be   called  a  conrervative  budgc^t,    in  wi^ich 
provisicn  fcr  a  liberal  increase  in  salaries  is  ^^--de,    suca  increase  to  depend  upci. 

>   securing  the  necessary  financial   support  frc-  State   legisl-^tures  and  to  s©  i^^c 
effect  Vivien  this  support  las  beer*  given. 

The   speaker  also   sugsested  a  u;cre  per^-anent  po.llcy  v/iiich  could  be  pursued 
by  colleges  and  universities  after  they  have  made  a  careful  self  survey.     In  tiiis 
survey  the   ccnditicns  re£,ardins  finances  and  student    3:iroll^ent   thrcu~hout  a 
course  of  years  could  be  wade  t^.e  basis  for  a  fairly  cxcurate  prediction  concern- 
ing  the  future   situation.        In  this  way  State   instituiicns  in  particular  would  be 
able   to  present  a  scientific  ors:Jiizaticn  cf  their  c:niition  to   the  State  legis- 
latures.    The  institutions  thoriselves  and  the  State  legislatures  would  thereby 
..avs  accurate     knowledge  as  to  what  financial   support   '.  o   State  institutions  cf 
uigxior    learning   should  be  Riven  in  future  years. 

Sot.e  concerted  effort   sliould  be  r.-ade  a...ont  State  i;'.situtions  to   conduct 
t-.ese   self  surveys,    in  order  that  there  eight  be  a  great  body  of  infori^aticn 
coming  frci.  every  State  in  the  Union.      Tneso  self  surveys,    should  bring  out   the 
■      fact  as  to  whether  all  work  now  beirig  dene  in  colleges  and  univorsities  actually 
needs  to  bs  continued.     As  is  well  known,    institutions  cf  higlrier   learning  are  now 
conduction  an  actazing  variety  cf  work,    and  it  is  cor.^only  balieved  that 
nuch  of  tr.is  can  be  done  outside  of  t.ie  university  walls. 

It  was  also   suggested  that  possibly  in  socie  instancet  it  is  uncertain 
to   take    30  mucn  time  for  the  preparation  of  students  pursui.ig  certain  courses. 
Economy  of  tice,    if  feasible,   would  naturally  solve  i..any  of   the  difficulties  in 
colleges  and  universities. 

In  making  suggestions  as  to  the  possible  means  of  increasing  the  incomes  cf 
colleges  and  universities,      it  might  be  desirable   to  per  mit   students     to  pay 
voluntarily  the  full  expenses  of  ti.eir  education.      At  present  it  is  well  known  tnc! 
many  students  are  entirely  able  to  pay  a  sua  eq.uival3nt  to  the  full  amount  that 
is  expended  on  cheir  education  in.  a  college  or  university.      It  mir.-t  also  be 
possible   tc    increase   the  fees  for  certain  courses  quite  materially  vvithcut  working 
a  hardship.      In  various  professional  courses  such  as  medicine  fjad  dentistry  the  .. 
fees  in  a';^-ricultiire  and  other  courses  should  not  be  raised  to   somet::.ing  like  an 
equality  v/ith  those  usual  in  medical  and  dental   sciiools. 

&   the  most  important  method,   however,   of  securing  adequate  funds,   Presi- 
d3\it  Burton  emph^-sized  the  fact   that  we  must  go   to   the   legislatiires     and  to 
private   individuals  interested  in  the  privately  supported  colleges  for  very  threat 
increases  in  the  amounts  of  money  available  for  the   support  of  institutions  cf  hip 
er   learning.     Tliese   increases  should  not  be  simply  moderate,   but   should  frankly 
be  very   large.      Legislatures  and  the  people  at   large    should  be  made   tc  appreciate 
that  colleges  and  universities  are  now  in  an  extremely  acute  financial  condition, 
and  that  unless  they  receive  adequate  financial   support  they  can  not  possibly 
train  men  and  women  to  fill  tsclmical  and  profcissional  positions  or  places  of 
loadersnip  in  the   State  and  coimTonity. 

Pr-sidont  Ciiarles  S.    Howe,    ciiairman  of  the  resolutions  co:;*aittee,   presented 
txie  following  statement,   prepared  by  his  committee:  * 


SECTION  IV       Page  3 

VflaereaSf    tlie  remarkable   interest   in  hi^iier  education  v/hich  has  developed 
since    tl..e  Vfcrld  V/ar     has  brought  to   tne  universities,    colle-es,   and  teclinolOoical 
schools  an  unprecedented  nuober  of  youms  men  and  women,    which  increase   in  enroll 
.:;ent  bids  fair  to  cC'ntinue   in  future  years;   and 

Whereas,    there  has  been  an  snorjious  increase  in  the  cost  of  materials  and 
supplies,    including  taose  necessary  for  buildings  and  instruction  in  institutions 
of  higher  leairnin^;   and 

Y/hereas,    endov«r.3nts  and  appropriations,    wiiidi  before  the  war  were   sufficient- 
to  maintain  college  and  university  work,    iiave   in  the  present  eciergency,   notwith- 
standing the  aost  rigid  econoLiies,   proved  to  be  utts^rly  inaaeqaate   to  aeet  this 
increased  cost  of  ciaintenance  and  to  take  care" of  the   large  enrcllri.ent  of  students... 
and 

VfitereaSf    the   increased  cost  of  living  has  cocpslled  ir^any  college  and  univer- 
sity teachers  to  resign  their  poists   so  tnat  they  rriay  accept  positions  in  business 
and  industry  where   the  renuneraticn  is   siafficient  to  enable   thee  to    support  their 
families  comfortably  and  to  provide  a  satisfactory  education  for  their  children;   r: 

Vflierea?,    these  conditions  have   left  tiie   institutions  of  higher  learning  with 
greatly  reduced  staffs  of  competent  teachers,   w}:ich,    even  Tinder  pre-war  conditions, 
would  have  been  inadequate   to  c  ntinue  instruction  on  that  i.igli  plane  which  the 
colleges  and  universities  have  always  endeavored  to  maintain;   and 

Whereas,   The  Nation  rightfully  expects  the  colleges  and  ■universities  to 
continue    supplying  the  country  v/ith  v;ell  trained  young  aien  and  vioi.'.en  for     service 
in  the  public  scj^ooIs,    for  technical  positions  in  industry  and  business,    for  the 
learned  professions,   and  for  leaderr^hip  in  all  fields  of  ti^ought  and  action,    and 
since,    owing  to   the  changed  ccn.iition  in  social  and  industrial  life  caused  by  the 
V/orld  V/ar,   new  and  ccicplex  probleiias  have  arisen  which  deL-.and  a  greatly  increased 
proportion  of  trained  r.ien  and  women;      Therefore,    it   is  the   sense  of  the  llational 
Citizens'   Conference  on  Education: 

(l)  That  a  National  crisis  exists  in  our  educational   system  which  decfiands 
the  earnest  thought  and  the  careful  consideration  of  every  citizen  of  the  country, 
and  that  the  attention  of  the  people  of  the  United  States  sixould  be  called  immed- 
iately and  forcefully  to  this  eti^ergency,   both  in  tii.e  public  schools  and  in  the 
institutions  of  higher  learning; 

(2)  ThaJ;,    in  order  to  meet  this  crisis  in  education,    it  has  become  absolutel.v 
essential  for  colleges  and  universities  to    secure   increased  funds     which  will 
enable   them  to  obtain  the  necessary  aquipc^ent  and  supplies,   and  to  attract  to 

and  retain  in  their   faculties  an  adequate  number  of  men  and  women  of   superior 
ability  and  specialized  education} 

(3)  Tha.t  unless  institutions  of  higher  learning  secure  these   increased 
endowments  and  appropriations  they  will  inevitably  be   staffed  by  teachers  of 
inferior  grade,    classes  will  be   larger  than  experience  has  shown  to  be  wise,    and 
instruction  generally  will  be  mediocre  and  inefficient; 

(4)  That  the  people  of  the  United  States  will  not  be   satisfied  if  earnest 
and  well  prepared  students  are  denied  the  opportimity  to  obtain  a  higher  education 
under  inspiring  and  efficient  teachers  and  in  institutions  thoroughly  equipped  to 
carry  en  their  work. 

(5)  That,    since  colleges  and  universities  ax&  the  chief   source  for  the 
supply  of  research  workers  both  in  pure  and  applied  science,    the  welfare  cf  the 
Nation  demands  that  in  these  institutions  every  opportunity  be  given  for  original 
scientific  investigation,   and  for  the  generous  encouragement  of  research  pro- 
fessors and  the  training  of  students  in  the  methods  of  research; 

(6)  That,    to  attain  these  ends,    it  is  imperative  that  public  opinion 
throughout  the  Nation  be  aroused  immediately  to  a  thorough  appreciation  of  the 
pressing  and  unparalleled  needs  of  institutions  of  higher  learning. 


SECTION  IV       Fa<;c  7 

Therefor?,   wo,    the  rneubers  of  this  ITational  Citizens'   Conference  en  Educa- 
tion do  harety  call  upon  the  people  of  the  United  States  to  provide   liberal 
support  .  for   their   colleges  and  universities,   hoth  public  and  private,    in  order 
that   these  institutions  may  adequately  and  effoctively  minister  to   the  needs  of  t 
people  and  serve  the  -public  vvelfaire. 

President  Charles  S.  Howe, 

Case  School  of  Applied  Science 

Chairman 
Pre  side*. i -elect  L.D.Coffi^ian, 

University  of  Minnesota. 
.    Dean  James  H.   ]>jnhaci, 

Teoiple  University, 
Dr.    S.   P.   Capen,   Director, 

Ai^erican  Council  on  Education. 
V/.   Ft.    3cyd,    Chairman,    Finance 

Coi^irAttee,    Iowa  State  Beard  of 

Education. 


The  resolutions  vvere  adopted  unanimously. 

E.  Lee  Howard,  president  of  Fargo  College,  Fargo,  North  Dakota,  mentioned 
the  fact  that  colleges  and  universities  are  now  finding  it  difficult,  whenever 
they  wish  to  borrow  money  at  banlcs,  to  present  securities  such  as  are  acceptable 
to  the  federal  reserve  banks.   It  was  stated  that  ii.ost  of  the  banks  would  be 
perfectly  willing  to  accept  the  securities  of  colleges  and  universities  if  a  rul- 
ing could  be  obtained  from  the  Federal  Reserve  Boaftrd  giving  colleges  and 
universities  a  proper  financial  rating.  In  order  to  bring  this  matter  to  the  attei 
tion  of  the  Federal  Reserve  Board,  President  Howard  offered  the  following 
resoltition,  which  was  imanimously  adopted: 

Resolved,  That  the  Federal  Reserve  Board  be  requested  tc  wake  a  study  of  thu 
question  of  credit  for  colleges  and  universities,  with  a  view  to  a  favorable  rail- 
ing upon  the  rediscountability  of  their  paper  by  the  federal  reserve  banks. 

After  futher  discussion  concerning  general  problems  facing  colleges  and 
universities,  the  section  on  higher  education  adjourned. 

George  F.  Zook, 

Secretary. 


PEPORT  OP  THE  PRESS  GROUP 
OP  THE 
NATIONAL  CITI3SNS'   COKPERENCE  ON  EDUCATION 
S2CXI0K  V. 


3Jhat  there  is  a  serious  crisis  in  the  6ducational  conditions  of 
our  country  is  generally  admitted.       People   of  vision  recognize  that  unless 
radical  change   in  the  tide   of  educational  rnatters  can  be  effected,    our  be- 
loved civilization  is  in  joopardy.       Our  Government  rests  upon  the  intelli- 
gent will  of  the  people.       If  the  great  mass  of  our  citizens  can  be  led  to 
realize  the  true   situation,:  their  patriotism  and  saving  common  sense  will 
surely  cause  them  to   save  the   situation. 

The  press  is  one  of  our  most  effective  agencies  to  enlightai  and 
move  the  popular  mind.      If  this  agenqy  will  become  active  to  its  full  ability 
in  the  matter,  great  civic  blessings  v;ill  be  the  fruit. 

Accordingly,  the  Press. Group  of  the  national  Citizens'  Conference 
on  iiiuoation  v;ould  recommend: 

1.       That  the  National  Bureau  of  Education  at  one©  inaugurate, 
load,  and  direct  in  a  campaign  of  education  about  education. 

22       That  the  press  of  the  Nationa,  together  with  all  other  agencies 
and  organizations   that  have   for  their  purpose  enlightening  the  people  of  our 
country  ii^jon  matters  of  popular  and  patriotic  concern,  be  earnestly  invited 
to  coopprate,  and  contribute   their  aid  and  infl-uence  in  forv-'arding  this   cam- 
paign of  education  about  education. 

3.  That   the  National  Bureau  of  -Education  provide  or   cause   to  be 
provided  matter,  editorial,  nov/s  items,   etc.,   to  be  furnished  regularly  to 
the  press,  such  matter  to  be  in  such  form,  popular,   fresh,  and  newsy  as  to 
be  ready  for  proript  use  by  editors;  and  also  to  be  of  such  variety  as  will 
appeal     to  the   city  dailies,   tho  rural  papers,    the  magazines,  etc;  and  also 
be  prepared  tp  furnish  matter  of  such  character  as  may  fit   local  conditions 
or  serve  special  campaigns. 

4.  We  recor-jnend  that  the  Ifetional  Bureau  of  i^ucation,    if  it  be 
needful  to  do  these  things  successfullj?,  develop  and  associate  with  it  a 
staff  of  helpers  of  adequate  size  and  journalistic  skill  to  make  the  campaign 
completely  effective. 

E,       We  recommend  that  the  National  Bvreaxx  of  Education,   through  all 
sources  at  its  comrsand,  develop  a,  news- gathering  bureau  to  collect  systemati- 
cally as  much  fresh  and  reliable  educational  data  and  news  as  possible,  put 
it  promptly  into  proper  form  for  press  distribution,  and  send  it   to  the 
press  as  soon  as  possible. 

That   the  NatiCRial  Bureau  of  Education  encourage  the   educational 
press  to  fall  into  the  line  of  popularizing  educational  reading  matter. 

6.       V/e  recoiranend  that   in  each  state   there  be  developed  in  connection 
with  the  stat3  and  mimicipal  departments  of  education,  and  vnlth  such  educational 
org'anizations  as  may  already  exist,  and  in  cooperation  v4th  the  National  Bureau, 
a  publicity  conanittee  to  aid  the  National  Bureau  in  both  the  collection  and  dis- 
;  semination  of  matter  in  this  campaign;  and  as  rapidly  and  as  effectively  as 
possible   that   the   same  plan  should  be  r^^ended  to   counties,    cities  and  communi- 
ies.        In  these   smaller  unite   teachers  and  educational   organizations  should  be 


-2- 

enlisted  t5  cooperate  and  to  help. 

After  consultation  -.ith  the  Comniissjoner  of  Education,   to  start  into 
operation  these  reco  niendations ,   the  press  groups    recomnends  the  crentior. 
of  tv;o  ccr.ir.it tees ,  as  foll07.'s: 

?ir£t,   a  Coimittee  on  Organization,  which  will  serve  teTirporarily ,  <a,nd, 
in  cooperation     ith  the  head  of   the  Kational  Bureau  of  Education,  '.'^'ill  develop 
a  permanent  central  committee  made  up  principally  of  representativea  of  or- 
ganizations already  existent  that  will  agree  to   cooperate   in   this  campaign  of 
education  about  educationt       On  this   conxnittee,   the   follo-ving  have  been  ap- 
pointed: 

Chairm^i.n;     Dr."./ilber  Colvin, 

#413  Chamber  of  GoTine/ce  31dg.  ,  Atlanta,  Ga. 

I'TS.   Frederidc  ^^choff, 

3418  Baring  St.,  Philadelphia,  Pa. 

i.'iES   Jessie  L,  Burrall, 
'Washington,  D.C. 

Hugh  I.IcGill,   Field  £ecy.  of  Kational  Education  Association 
Washington,  D.C. 

Dr.  Walter  A.   Kontg-omery,   Secy., 
Bureau  of  Education. 

Seccsid,  -  a  Ccramlttee  on  Publicity,   composed  of  those  who  v/ill  advise 
with  and  assist  the  IJational  Bureau  of  Education  relative  to   the  development 
of  an  editorial  staff  and  to  its  particular  work» 

Chairman:     J.R.    Hilderbrand, 

National  Geographic  J^G'^zin©* 

r.  Edv.-ard  I.:urtau£h,, 
Publicity  "director,  Bed  Cross, 

Alson  Secor,  Editor, 

Successful  Farming,  Des  L'oines,    Iowa. 

K-rs.   Florence  Brewer  Boeckel, 
Washington,  D.C.       ' 

VU   CsESOK  Ryan,    Jr., 

Educational  Editor, 

New  York  Evening  Post- 
To  finance,  this  great  caT.paign,  v/e  reco'Tiiend  that  the  National  Bureau 
of  Education,   each  State  Department  of  Education,  each  coordinating  organization 
civic  and  educational,   be  requested  to  show  its  faith  by  contributing  all  aid 
and  money  possible;  also  that    the  head  of  the  Natioml  Bureau  of  Education,  as 
soon  as  possible,   appoint  and  organize  a  finance  committee  to  solicit  and  coll- 
ect funds  from  the  wealth  of  the  ITation, 

As  supplementary  to  the. direct  press  worlc,   but  that  with  v;hich  the  press 
is  closely  related  in  a  campaign  of  publicity,  we  reconi.Tend  that  there  be  held 
a  series  of  educational  conferences  and  popular  ineetings  for  the  enlistment  and 
dcelopment  and  instruction  of  ••.■orfcers,  and  for  tJs   irstructicn  and  arousing  of 
the  public  in  the  successful  prosecution   of  this  campaign,  mary  of  these  meet- 
ings to  be  held  under  State  and  local  auspices,   but  all  to  be  coordinated  wjth 
the  national  campaign. 

V/ilber  Colvin,  Chairman 

Walter  A.  Kontg-omery,  Secretary. 


.FISF.KOON  SESSIQtl 


SHE  CH-aF.:>J}j       OviT  discussion  of  teacher  shortugo  and  fnlllns  off  of 
pupilE.   in  normal  schools  brought  out   tho  following  reasons  fcr   the  con-^.ition 
exiEting: 

1.  inadequate   p&y. 

2.  General  urrsst. 

3.  Wiler  opport\tiitias   for  T'omen. 

4.  Prul'jce   of  recognition  for  teachers   in    the  profession, 
■)5.  Over-profess  ionr.lism. 

6.  Undemocratic  actoinistration. 

7.  ■  Kvrr.drum  life  of  the   teacher. 

8.  Teachers  do  not  irarr/. 

9.  Pupils  soe  thfj  diseyeeahlo  side  of  teaching  and  not  of  other 
professions,     xhey  therefore,   have  a  critical  attitude. 

%is  afternoon  wa  shall  discuss  remedies  for  the   situation. 

PEESIDEKT  EVAliS,  OF  EXASs       Let  us  h;;va  a  layman's  point  of  vie^-v. 
I  wish  the  Chairman  v;ould  call  i.5r.  Schart  of  Vexp.s. 

ME.  ECHAri'j?  recomrended  that  an  appeal  to  the  people  be  made  so  th't 
they  will  understand  the   3itu:-.tion.       Teachers  deserve  a  very  high  salary  -iind 
will  get  it  when  the  people  undorst?.nd.     j?here  is  no  social  discrimination  in 
Tex'is.     Vv'e  are  proud  of  our   teachers.     A  teacher  c:.Lnnot  do  her  work  v;ell  if 
sis  must  worry  too  much  about  money.     V.'e  must  have  th3   bost  teachers  in  the 
orl? .        In  business  we  are  \7illing  to  do  anything  to  f:at  the  right  person. 
Ihe  same  must  be  done   in  teaching.     Wo  are  more  willing  t®  pay  for  the  Education 
of  teachers  than  for  the  education  of  doctors.     \!q  want  teachers  to  be  good  as 
l&w:'/ers  or  doctors,   for  theyaro. 

:ii.  IiEITH  OP  PEffi:SYLV-iNU:      This  nation   is  ablo  topayfor  education. 
Our  v/ealth  is  ;^25 0,000,000,000.     A  two  mill  tax  \voul  1  raise  enough  to  pay 
every  teacher  at  least  v714  r>.  year.      Teachers  are  entitled  to  this  much.     Pro- 
perty valuations  ar-^    too  low  in  some  cr.sos,    —  less  than  a  fifty  of  their  real 
value.      j?he   normi.1   school  ba-ris  must  hViVe   ;x>re  money;     Dr.   Zoolc  of  the  Bureau 
of  Eiucation  says  that   salaries   in  normal  schools  have   Increased  in  1920  over 
1916  about  as   follov;s: 

t'or  Presidents   from  $3089  to  i^S^bl  or  llg^;  professors  iiilf'OS  to 
$1792  or   le^j.      Instructors  #1236  to  $1456.     When  this  division  was  not  made  >e- 
tTveen  instructors  and  professors  the    incre:ise  of  all  was  |1262  to  ^IC^.1  ot  47-o. 
Critic  teachers   have  the   J-argest  increase,   nar-iGly  frwr.  *1146  to  $1760,    or  K'^?, 
i^he  possibilities  for  raising  money  for  education  may  not  succeed  as  we  xorc. 
The  national  government   can  raise  money  better  than  the  states  can.     Thor:,«'jr'-5 , 
let  us   face  the  question  clearly.      Is   it  not  desirable  that   the  national  •^^ovorn- 
ment   should  help  finance  education? 

Representative  of  Governor  Coolidgc   says  that  Broolcline  has  rrisci 
the  salary  of  teachers  very  mat>-:irially  and  gives  thorn  freedom  of  action.     They 
have   tho  best  buil'.ings   that  money  can  buy  and  good  parent- teacher  associations, 
therefore,   the   toucher  receives  social  recogaition.     He  quotes  Dr.  Eliot  as 
saying  that    the  future  of  the  te^cters  depends  on  organization.     There  is  plenty 
of  money  if  v/e  only  makib    the  right  kind  of  irivo  for  it.     Educr.tional   leadership 
for  the  world  must  come  from  this   country.     \7o  h-.vo   solve!  our  riroblem  Iccallv-. 

!!r.  'Vriiht  aslrs  hov;  can  te^^chers  w'v?r  begin  if  -11  de'r.cr.l  experienced 
tuaclTsrs.     'The  reply  is,  We  hav   plenty  of  applicmts  ■^nl  t'l^r  jfore   can  choose > 

LJr.   I'cGilvray  says,  probably  thov-have   .olv.  I  ti:..;   problem  loc-'^lly, 


Afternoon  Session  No.   2. 

"but  what  can  otner  districts  do?     They  C:-ainot  fcllw  the  example    set  by 
Detroit  and  Brockline.     Man  frociBrcokline  replies  "We  can  show  ethers  how 
to  do   it  becaxise  we  can  afford  it." 

Dr.  Evins  of  laxas.      Our   situation  is  actue  because  of  our   tax 
limitation.      Some  cities  are  doubling  taxation  voltintarily.     M^ny  ixra  build- 
ing tsacherages.        VTe  have  put  a  tax  on  oil,   which  will  go  tc   schools. 
ITcrcial   schools  havs  suffered  from  lack  of  vision.     We  have  asked  for  too 
littla.     V/e  must  gaat       broader  and  Ciore     constructive  programst     We  must 
not  allow  it  to         go  cut   that  normal   schools  are  not  as  good  as  colleges. 
Grade  teachers  should  have  as  good  salaries  as  h:  jh  school  teachers.     We 
r.ust  not  keep  our  courses  down  to  two  years. 

The  chair   suggested  that  it  would  be  well  to  discuss  some 
reasons  other  than  .salaries?       Dr,   B^llictt  of  New  York  says,   we  have  not 
yet  touched  on  tho  matter  of  pei-manent  tenure,   which  is  impoitant.     Teachers 
should  bs  able  tc  criticize   the    toards  of  educi-tion  and  not  be  dismissed 
suciiarily  by  a  board  not  knowing  aiiything  about  their  work.     This  would 
not  be  possible  in  law  or  medicine.     The  discontent  of  many  reachsrs  is 
ethical  as  well  as  economical.     Tei.chers  wish  to  maintain  their   self 
respect,     Vfe  must  have  higher  salaries  too.     Ccoaunities  can  afford  a 
sacrifice  far  better  than  teachers.     Endowed  colleges  havebeen  finan 
ced  larg3ly  by  the  faculties.       Money  should.be  raised  in  other  ways 
than  through  property  taxation.     Income  tax,   vacant  lot  tax,    and  the  lilce 
have  not  yet  been  tried  for   school  purposes. 

Mr.   Chambers  of  Pennsylvi^nia,        The  monotony  of  the  teachers' 
career  is  really  subjective.     It   is  due  to  the  fact  that  we  have  the  wrong 
people  in  the  profession.       Better  and  more  extended  training  is  the 
solution  of  monotony.     All  teachers  should  be  recruiting  agents.     We  should 
interest  others  in  cur  profession.     There  is  something  wrong  with  teachers 
who  do  not  believe  in  their  work.     We  need  organization  to  raise  cur  own 
standards,   and  tc   show  the  necessity  of  others  meeting  these  citandards. 

A  motion  was  made  and  carried  as  follows! 

"It  is  tha  opinion  of  those  present  that  the  salaries  of  in- 
structors in  normal  schools  doing  college  work  should  be  ecjual  to   those 
of  professors  in  colleges." 

Coranissioner  Claxton  said  he  heartily  agrees  with  that   suggestion. 
It  is  fatal  to  regard  normal   schools  as  chsap  schools.      Instructors  in 
normal  schools  should  have  braadth  of  view,   experience,   ability,   power,    skill 
in  teaching.     Higher   standards  are  needed  here  than  anyv/here  else.  Normal 
schools  train  leaders.     No  leader  can  make  people  better  than  himself. 

Dr.  Owen  of  Chicago,      It  is  foolish  to   talk  about  raising 
standards  until  ws  pay  encu^  to  get  them.     Normal  instructors  should  have 
salaries  equal  to   those  paid  in  colleges. 

President  Keith  suggested  that  teaching  is  only  a  part  time  em- 
ployment.    A  teacher   shou}.d  be  employed  all  of  the  time  and  a  salary  paid 
in  12  installments.     President  Owen  objected  tc  this  at  the  present  time 
owing  to  the  advisability  of  putting  stress  on  salaries  for  the  present. 

Mr.'^'Bennett  of  William  and  Mary  Co^-lege:  Essolving  that  teacherc 
get  more   salaries,   will  not  give   them  more.     Let  us  take  the  whole  matter 
to   the  people.     There  is  danger   ,i,hen  teachers  are  discontsnted.      -.Ve  must 
held  our   teachers  if  they  are  good.      If  we  appeal  tc   the  people,    salaries 
will  be  raised  and  will   stay  up  v/hen  other   salaries  go  down, 

Mr.   v;ilde  of  Boston  University:     Normal   students  do  well  in 
college  classes.     Vfe   should  mobilize  all  cur  forces,   and  there   should  be 
no  antagonism  between  normal  schools  and  colleges.     I  regret  that   such 
feeling  should  come  up.      It  is  a  -wonder   that  the  Bt."^eau  of  Education  has 
accomplished  what  it  has  with  its  meagre  appropriation.      I  wish' we  could 
have  a  campaign  of  publicity  giving  that  Bureau  $500,000  appropriation  tc 
carry  it  on.      We  ncod  more  men  to  give   stability  to   the  teaching  pro- 
fession.     Let  us  mobilize,    eliminate  friction,   and  have  a  cciEipai^n  of 
publicity. 


Afternoon  Session  No,   3 


Cotanissioner  Cl?jctcn  si;;ggestel  that  educational  cai::.paigns  need  n^t 
bs  very  costly.      lie  describee;,  ons  carried  on  for  about  $2000,    State  wide 
in  its   scope.      He  advocated  a  standard  for  teachers  wfliich  sha.ll   set  as  a 
minintiL.  qualific  ition  4  years  cf  high  school  and  2  years  of  professional 
training  in  addition.      It   sliculd  "be  3  or  4  years  instead  cf  two.      There 
siiculd  be  as  good  teacners  in  ths   cotintry  as  in  the   city,    and  normal 
schools   should  be  enlarged  to    supply  the  deraand  adeq-uatcly.      llornal    schools 
should  have  ?.t   least  $75»000,000  for   teacher   t-aining. 

Mr.   Brubacker  cf  Albany.     V/e  are  agreed  that    salaries  should  be 
raised  but  we   should  hava   soir.e  basis  for  raising  salaries.      Inexperienced 
teachers  sometimes  get  as  much  as  experienced  teachers.      I  offer  the 
fcllc'.ving  motion: 

Wnereas   (l)  We  have  insufficient  data  regarding  adequate   salaries, 

(2)  There   is  toe  little  progression  froL.  nini-^ia  to  ^.ax-iLis.  salaries; 

(3)  The  pericd  cf  prosressicn  :jid  promoticn  is  neither  clearly  defined  nor 
sufiiciontly  long;   Therefore,    be  it 

Resolved:   That  a  National  Conu:.ission  on  Teachers'   Salary 
Schedule  be  constituted  by  the  United  States  CoDrxaissioner   of  Education, 
such  ccffimission' s  rapcrt  to  be  published  by  the  United  States  Bureaa  and 
subnitted  to  all  State  Departments  cf  Education. 

Referred  to  Ccmuiittes  on  Resolutions. 

Chairiiian;    Hov/  arc  vve  tc    get  Donoy  for   salaries?       Our   States 
have  ^lnequaI  resources.      We  must   suggest  a  means  for  equalizing  theij. 

Dr.   Owen:     The  people  do  not  know  we  need  more  money.     They  must 
be  educated.     Our  present  u.ethods  of  taxation  are  not  adequoits.     Hot  all 
money  is  taxed.     Last  year  far  more  money  went  into  the  general  gov- 
ernment than  Virent  into   the   schools  from  each  of  the  States.     '7e  lUst  get 
money  from  other  sources  than  property  taxation.       Every  teacner    should  be 
a  member  cf  a  professional  organization  for  teachers  cJid  help  educate  the 
public.     ?/e  are  going  to   sell  the  Illinois  public  schools  to   the  people, 
The  Illinois  State  Teachers  Association  v/ill  force  the   issue   for  more 
money. 

Reverend  Donally  cf  Massachusetts.       V/e  must  recognize  that^ 
more  money  is  needed  but  also  we  need  freedom  in  education.  ..   There  is 
danger   in  too  large  units.      Centralization  may  mean  ruin  of  freedom. 

President  Conn  of  Nebraska      •:  -  emphasizes  the  good  work  which 
normal   schools  are  doing,    say>4     their         students  are  as  well  prepared  as 
those  of  any  other  institutions. 


ADDKESS  BY 

j-ncr-LsJi  v;»  g.  BUiH, 

G-.ncr;;!  staff,    Dir-^ctor,  V/cr   Pltce  TJivision, 
BcfciT-   tic-   National  Citizens'   GcnSir-jrc^   on  Education  at 
WaBhingtvn,   D.   C,  Kay  20th,   1920 

Tc  an  nudionco   z-ach  cr   this    it  is  not  nocessiry  to  do  more-   than 
re  for  to  the   rather  hc^tcrogone  cus   ^rstom   of  cdt<C3tiuii  now  in  cxisterco   in 
this  country,  and  to  the   sad  cffcctE  of  such  a  S3rstoni  in  bsglocting  to  take 
note    of  the   impcr  tance   of  unix'crsal  education.     To  you  who  hav-j  been  into  rest- 
ed in  this  wcrk  and  to  us   in  tho  Army  ard  in  other   profssfslons  v/ho  need  odu- 
catod  men,   there  has  baen  no  mystery  about  tit    illiteracy  that  exists  in  flie 
United  States.     Anyone  who  Tkj,s  &nough  interest  in  this  reat  ter  can  easily  find 
the   facts   in  thv   census  reports,  •,7hich  alro  indicate  that  thero  has  been 
llttfe   irapcrvemont  in  the  nittsr   for  nmy  j/ears.     Tt0t.Q  unfortunate  conditions 
v.Br3  brou^t  fca-cc  fully,  and  fortunately  inay  I  say,    ta  tho  attention  of    tho 
gen?ral  piblic  as  a  result  of  the  draft  statistics  in  connection  v;ith  the 
recent  v.-ar.     Ihera  is  noting,    ho^orrer,    in  theso  draft  stctistics  that  sh  oull 
astonish  anyone  who  is  well  informed  ccmosrnin g  education  in   thc-T^ricos 
States  of  1h-3  Country;  y?  t  tie  press  and  public  are   both  astonished  and  cha~ 
grinnod. 

Tbe  noeds  for  educated  n.ai  in  a  moiaernarmy  w-as  a]so  no  mjrstGry 
to   students  vho  have  given  serious  arf.  sincere   study  to  tha   subject  of  militaijr 
art.     But  tho   public  does  not  yst  ccmprehend  the   facts  and  there   is   still  a 
lack  of  interest   in  this  particular  phase  of  education  avan  smong  the  educators 
of  tho  country.      !ihio  ia  not  sxarprising  because   I  trjust  confess  that  in  my  cm 
rtudies  I  had  failed  to  grasp  both  the  necessity  for  bo  largo  a  pe  rcenta^  of 
ducatod  n&n  among  the  enlisted  nen  and  the  parrmcunt  importance  of  hi^or 
education  for  all  officers  in  order  that   they  mny  jorfc-ct  and   cmtrol  tmdor 
battle  c  end  it  ions   so  canplex  an  organisation  as  a  modern  array.     At  the  present 
At  the  p"  esent  t  ims     the    size  of  armies  is  liniit3d  only  by  tho  nanpo-?icr  of  tha 
nation  snd  by  its  resources  for    their  cquipmentt  aid  maintenance.      It  is  no 
longir   armiOB,  but  nations  "Qiat  m^e  war. 

It  will  perhaps   surprise   sane  of  you  to  learn  that  a  combat 
division  operating  on  the    front  line   at   grips  with  th^  enemy  roquirGS  that 
iZfo  of  its  enlisted  per sonrel  shall  have  s  cue  special  education,   or  vocational 
or  technical  kncvledgo  other  than  tte.t  v;hich  is  usually  under stocd  to  be 
military  training.     Vil]x.a  wo  go  further  back  into  tho  areas  of  sttpplj?-,  the  areas 
of  procurement,  the   lines  of  transpcrtation,  the   constructions   dep'-rtraentE,  tJie 
suginesring  oc  rps ,  and  all  the  technical  services,   such  as  tha  Ordnance 
Bspartrasnt,  the  Air  Service  ,  the  Signal  Corps,    etc.,    tho  percentage   of  s;pcial- 
ists,   or  men  with  technical  training  is  very  much  lar^r.     For  the  vhole  army 
at  loast  50%  of  the    enlisted  men  in  an  efficicjit  army  must   have  vocational  or 
tachnical  training  in  adcHtion  to  military  training  proper. 

You  kncv;  tlat,   properly  speaking,    technical  or  •vacs.tional  edu- 
cation should  lE   undertake  n  after  tJc  eleJientary  education  has  be  en  ccmpletod; 
but  v.'C  find  that  the  a'ir^rnge  e  disc  at  ion  among  all  American  adults   is  only  tha 
sixth  grade  and  vfcn  ve  consider  ttet  but  a  small  percentaga  of  those  aboTe   tto 
eleventh  grade  remain  available  for  tic   etiListed  personnel  due  toother  absir- 
lute  nseds  for  educated  men,  we  see  that   the    average  edrcatiion  of  the  prscnnal 
available  for  enlistment  is  probably  but  little  r.bcfvo  the  fifth  grade.       It 
becomes  necces'.ry,    therefore,   first   to  educate   some  of  these  men   in   spcial 
lines  before   ttey  can  be  trf.ined  milit?j:ily  t  o  fill  tto   important  poRts 
requiring  special  educational   trainingin  the    army  o  rgmi  sat  ion. 

It  mnf  bo   intereeting  fpr  you  to  hear   a  little-  personal  experience 
in  this  line.       In  Spetembet,   1917,   I  was  assigned  to  tte  command  of  a  Bivision 
of  Hr.ticnal  Guard  'iCro ops  assembled  in  2Cxas.       In  this  Division,   \4iich  at  firtt 
was  cmpoeed  altogsther   of  voluntea-s,    ttiere    -.van  not  a  single  rr.gn  -who   cculd 
read  or  -«rlte.       'Biere  were  s  cmo  2,000' vwho  could.not  read  or  -cr  ite  the  English 
langtagQ,  and  there  nay  have  baem  a  few  of  these  vho  were  reallyilliterato  in 


General   vV.  G.  Haan, 

-a- 

their  ovxi  language,   Tjut  there  were  not  many  sucli.     Ygt ,  with  siclia  high 
grade  personr^l  as  thie,   we  f  cond  that   before  v/e  could  give  theso  men  conplete 
military  training  r.nd  organize  them  into  a   ccmbate   unit  of  27,000  msn,    it  wae 
nocessary  f  or  us  tj  establish  vccatioral  ani   trade    schools,   of   all  kind,  and 
give  ttem  olerrentary  technical    instruction  beforevre  cculdgive  the   military 
training   aid  thus  perfect  a   functioning  mi  li  tar  y  machine    .      It  vras  najeseary 
to  establish  more  than   thiry  of  these  school e  in  the  Division  Camp,  and  to 
send  about  5,000  irsn  to  them  far  educational  irstraction  in  order  th?..t  tl-fly 
mi^t  hairc    sufficient  ediicaticnti  understand    IZie  i/roblems  that   they  had  to 
s  olve    in  c  cmb  set . 

It  iray  also  be  Interesting  for  you  to  know  the   e:^a*ieiice   off 
gone    of  the  conmanders  in  the  front   line  in  connection  '.vith  educated  man, 
Educated  •men  were   constantly  called  far  f  r  an  the  rear  and  v/esre  ruthlessly 
taljien  away  frcm  the  combat  divisions  at  the    front.     It  was  painful  t  c  the 
commander   in  the    front   line   to  lave  takrenavjay  fron  him  inenwhomha  had  not 
only  militarily  trained,   but  v/hom  he   had  edvicated  fcr   their  jobs.     Yet  we 
recognized  that  the  front  line  ccuM  net  keep  on  fighting  unless  the   troops 
in  the  rear  supplied  the  wterewithall  to   fight,   arid  when  s   division  ccrarander 
thought   back  ever  his  cv/n  experience    for  the  past  nine   or  ten  months  in  which 
ho  had  been  organizing,  preparing,  and  training  hi  s  division,   he  recognized 
tlE  great  deficiencies  that  existed  because  of  a  lack  of  education  cf  our 
young  men  of  militaiy  ago.     He  knew  also  Ihat  in  the   technical  services  and   in 
the    9-eat  o  rganizatim  back  of  fte  line  a  still  higher  percentage  c  f  educated 
men  was  necessary,   md  te   knew  that  the  T^iole  military  mfibnine  would  bw  at 
down  unless  Yb  himself  wa^  willing  and  did  ccntribute  his  share  to  the  maint- 
enance  of  that  machine.     Painful  as  i  t  was  to   lose  hi  abest  mm  ^.^J^J^f^ 
specially  trained  for   certain  positions,  Jjflt   it  had  t  obe  done.     Even  dvrlng 
battle  now  men  had  to  be  educated  for  these  vacated  jobs.   . 

I  shall  not  forgp  the  thoughts  that  came  to  me  eometiires  when 
my  nsn  v;ere  in  battle,   and  battle    ar^  long  in  these   days,    I  ^^SJ^^J^*.  5^!^^* 
tha  repeated  expression  I  teve  heard  fron  the  mouths    of  eloqi;ent  men  ttet 
this  war  ^ms  teing  fcught  by  tte   flower  of  the  n^bocd    r^f  our  c  oiaH^ry. 
Ihat  is  strictly  true  if  we  consider  physical  fitness  to  be  the  guagJ  by 
,;*iich  to  measure,    but  it  is   not  tvm   if   it  be   guaged  by  both  P^sical  aM 
an  educational    standard  and  if  we  consider  only  front   line  ocmbat.     A  ^ff 
r^rcentage Tf  the  men  who  carried  the  rifles  in  tl^  frcnt  line  wsre  qualiiled 
only  fcr  that  duty  because  of  their   deficiency  in  education.-perhaps  no 

fault  of  their  own,  perhaps  no  fault  of  any  pa-ticular  individtE.1,  but  pri- 
marily, I  think  tllB    fault  of  circumstances  and  of  a  defective  educational 

system. 

For  s  aiB  years  no  men  were  accepted  for  enlistmont  in  tho 
Aimy  who  were  illiterate  in  the  English  language.     In  spite  of  this   fact,  the 
educational  stanJard  f  rr  the  enlisted  men  that  were  received  was  still   too 
low  to  meet  the    demands  eiBn  of  a  peace-time  army;   Hsnce,   if  tie   educational 
attainment  of  the  enlisted  moi  was  to  te   brought  up  sufficiently  t  o  meet  the 
demands  of  the  modern  army,  schools  within  the    army  had  to  be  establishad 
for  special  training  and   vocational  wrk,     IChis  \ra.s  recognized  in  the  Nation- 
al Defense  act  of   1916,  Section  27,  as  followst 

Sec.  27*******  In   addition  to  military  training,   soldier  while 
in  the  active   service    shall  hereafter   be  given  the   opportunity  to  study  and 
receive    instruction  upon  educational   lines  ot   such  character  as  t'O    increase 
their  military  efficiency  and  enable   them  to   return  to   civil  life  better 
equipped  for   industrial,   ccmmercial,  and  general  business  occupations.  Civlia*- 
ian  teachers  may  be  employed  to  aid  the  Amy  officers  in  giving  such  in- 
struction,  and  part  of  thie  instruction  may  consit  of  vocational  education 
cither  in  agricultuie    cr   the   roschinic  arts.      Ihe  Secretary  of  War,  with  the 
appro-ra.1   of  the  President,  shall  prescribe   rules  and    regulations  for  con- 
ducting the   instruction  herein  provided  for,   and   tli^  Secretary  of  War  shall 
have  the  pover  at  all  times  to    suspend,   increase,   or  decrease  the  amount  of 
such  instruction  offered  as  may  in  his   judgment  be   consistent  with  the  re- 


General  v.; .  G.  Haan, 
-•3" 


quiremonts  of  military  instruction  and  service  of   the  soiaiere." 

And  it  was  further  recognized  In  the  annual  appropria  tion  "bill 
last  year  v;hen  $2,OCJ,000  vsas  appropriated  fcr  carrying  cut  tie  pri visions  ct 
Section  27  of  th&  National  Ifcfodse  Act,  as  fclloivsi 

(Extract  fbr  the  Army  Appropriation  Bill 
for  Year  Ending  JUn©  30,   1930) 

'•VOCATIONAL  TRAIN lUGi     For  the  snplcyront  of  tlB  necesssry 
oiTllian     instructors  in  tie  meet   important   trades,  for  tho  purcteso  of 
carpenter's,  rcachiniet's,  cason's,  electrician's,  an3   such  other  t  oola  aid 
equiprrent  as  may  te  roquirad,   including  machines  used  in  connect i on  witSi  t ha 
trades,  for  1he  purchase  of  material  anJ    other  supplies  necessary  fcr   In- 
structior.  and  training  purposBS  and  the  ccnstruction  of   such  buildings  needed 
vocational    trainirjg  in  agriculture   for  shops,  storag>,    and  shelter    of 
machine.:  y  as  iray  be  necessary  to  crc-.rry  cut  the  provisions   of  Secticn  27  of 
the  Act  approved  June  5,   1915,   authorizing  in  addition  to  the  military  train- 
ing of  soldiers  while   in  the   active    service,  means  for  securing  an  opportunity 
to  study  and  recai'/e    instruction  ^pcn  educational   linss  of  sucli  character 
as  to  incurease  their  military  official  ty  and  enable  Ihon  to  return  to?  civil 
life  te  ttor   equipped  fcr    industrial,  commercial,  and  ^ ner a  1  business  oocu- 
paticn,  part  of  this  irstruction  to  consist   of  vocational  oducat  ion  ei  ther  in 
agriculture   or  the  nechanic  arts,   $2,000,000." 

This  ie  the  first   time  that  tte   Congress  o  f  ihe  I3hi  ted   States 
has  appropriated  money  for  the  purpose  of  carrying  on  educational  tictTs.  in  the 
Anny,     It  v;ill  be  noted  that  tliero  are   two  objects  to  be  attained  by  thfc    ap- 
propriation;   first.,   to  train  soldiers  to  suc3i  vocations  as  may  be  particularly 
useftil  in  their  profession  as  soldiers;  -and    second,   to  train  them  insuch 
business  vccations  as  nay  be  particularly  useful  to  them  after  leaving  the 
service,-  tiiat  is,  making  of  them  more  useful  citizens,       1    need  net  say  to 
you  that  any  kini  of  odacatioml   training  ■which  develops  carect  thinJclng  will 
make  raoie  useful   citizens  of  mai.      Hcrefcre,    bo'fti  kind  of  education    gi^ren 
in  the   Amy  will  make  more   useful  citizens   of  the  men  wJen   ■Biey  ore   separated 
fr^M  the  Army,       I  may  add  here  that  there   are  in  the  amy  no  vocational  trades 
whjcoh  are  not  also  required  in  o-ur  civil  organization,  so)  that     all  trades 
tsu^t  in  the  Amy  Schools   are  useflil  in  the   econonic  de-zeloprnpnt  of  our  in- 
dustries. 

I  have  spoken  only  of  the  •weaknesses  in  odu cation  that  have  been 
indicated  by  the   census  reports  and  were   forcibly  revealed  by  the  draft.     ilhG 
draft,   have'rer,   shows  more    than  the   census  reports  conoD-rning  the  deplorable 
physical  condition  of  the    country, —  as  to  their  lack   of  a  knov/ledgp   of  the 
ordinary  ekements  of  hyfiene,  as  to  a    <Brtain  foolish  ideas  of   modesty  in  ct/B- 
nection  with   *o  dangers  of  sexual  diseases,  arot  in  connection  with  many  other 
things  which  to   ordinary  common  sensG  seems  even  stranger.     Altogether  such 
er.traordinary  deficiencies   vere  discovered  ccncerning  the  knoviedgs  of  these 
young  rren  that   it  is  a  matter  of  astcnisteent   to  think  that  in  a  mcderti  civili- 
zed country  such  conditions  should   te  tolerated  for   even  a  moment  after  they 
had  b  ecome   kncvin. 

I  haife  said  above    th:*  the   size  of  m.odern  armies   is   limited  only 
by  the  manpov;er    of  the  nationand  by  its  capacity  to  support  and  maintain  than* 
Prom  this  it   is    readily  seen  ths.t   such  amies  cannot  be  professional  anraes 
maintained  continuously,  but  they  must  be  what  we  have  come  to   caU  citiz^ 
armies.     Ihis  rnsans    that    every  citizen  must  be    considered  asm  elem.ent   of  nation- 
al defense.     He  must  be  so  trained  in  his   ordinary  vccational    life  as  to  permit 
him  to  become   a  part  of  such  citizen  armies  in  the  quickest  possible  time.  On 
the   other  hand  the  soldier  who  passes  thrcu^  the  Axmy  schools  and   in  addition 
is  given  the  elenents  of  milit::ry  training  is,   under  this    new  system,  trained  ai; 
the   same    time  to  become  a  useful  citizens   after  his  Amy  apprenticeship  is  cci:>- 
pfe-ted.       in  other  words-  modern  demands  of  both  national  defense  and   eccncmic 


General    ,7.   G.  lEian 
-4- 

de-rclopmait  roouiie   th?-t  overy  citizen  te   piepired  to  become  a  good  soldier 
p.nd  every  soldi  or   t--   tecone  o:   (p:yd  citizen. 

It  is  ;iith  this  idea  in  raird  tfet  the   Aiir.y  hs-s  no  urfortaken  its 
nev;  ecv.c2.ticnal  v;orIc.     It  is  the    chject  of  this  vvork  to  nalce   of  every  scldioi*   v. 
■useful  citizen  "s  \vell;-  ond   I   c^nceivs   it   tiie  duty  of  the-  edu  caticrjii  systerj 
in  .,ur  body  politic  to  prepare  B^ry  good  citizen  go  thc'.t    in  ti/.e  of  natiCTjal' 
need  to  nr>y  tecunE    a  gC'Cd  soldi  a*.     This  can  only  be  ilonc  if  in  the   -?8gtilar 
ec'ucat  icnal  sustem  of  the  camtry  there  are  trainp^..  a  stif  ficieit  nuEzber  ot  jrjSii 
in  the  vrricus   vccatioas  end  trades  so  tist   v;lBn  "'ar  cciiee   che   technicians  aud 
spocialista,   in  so  far  as  education  i  s  ccncernod,    are   ready;    aif.    it  will  no  the 
necesETTy  to   establish  educati  ojxil   schools  and   jnsf^^iuct  then  suf  ficientip:  in 
these  vccational   trades  b  efoi  e  they  can  be>  used  as  i^arts  cf  the  military 
ssnization. 


?r~ 


With  this  ide-i  in  view,    the  Army  has  t:?!cen   steps  in  a   sirall 
nieasure,    in  cooperation  v/ith  sone    of  the  leading  educati  mal   instituti  on  o-f 
the  country  tc    introduce  in  the   courses  of   instruction  that  are  gi  ^.e  n  at 
R.O.T.G  institutions  certain  subjects  th;ct  are  particularly  useful  fcr    the 
military  profession  and  at  the  snne  tins    are  just  ?.  s  useful  in  the   civil  prc- 
fessions.     This  v/cxl:  is  quietly  3>  irg  en,  but    it   is  applicable  only  to  the 
institutions  th;  t  te^/e  units  of  R.O.T.C.       It  v;ill  contribute  to  the  Qducaticn 
of  those  vhD  become   leaders   in  civil  life  and   officers,  orlea(?.ers   in  th© 
itrny  in  the   case  of  v;a.r» 

It  is  necessaiy,   in  order  tor.eet  the    demand  fcr   specialists 
among   the  enlisted  men,    in  my  view,  that  the    amy  secure    fcrther   cooperation 
from  the  educ'tional  system  of  the  country,   EOth?.t    instruction  shs  11  be  given 
in  the  less  advanced  schools  in  these  kinds  of  special  technical  skill  required 
in    -army  organizations  in  tine  of  vr;r .       This  cannot  be  brought  about  by  an 
order;   it  connot  be    trou.3i  about   by  a  Is-^.     It  can  only  be  brought  about  by 
painstaking;  care  and  e-'rrest    cooperation  o  f  tho  se  who  hnve  in  charge  the   edu- 
ction?, 1  sustcin  of  the   country  at  large,  and  those  have   in  chr^rge  the  e  dti- 
cational  ^stera  of  the  Array. 

Let  uscond-der  nav    fer   a  moment  the  problem  that  presented  it- 
self to  the  Direct  of  the   ./ar  Pland  Sivision  a  year  ago,  v/ten  he  was  ordered 
by  the  Secretary  o  f  War  to  develop  an  educitional   system  in  th®  limy  in  ac- 
cordace  vaththe   laws  already  quoted.       I  Jnppened  t  o  be  the  director  of  the 
War  Plana  Divisional  that    tiro,   and  lE.ve  be'ji   the  Direct cr   e-^r  since,  and  I 
can,  therefore,    sp:-ak  someivteit  authoritatively,  althou^  not   in  detail.     I 

can  speak  of  the  policy  ^^at  vvas  estsbli^ied,  but  not  of  the  details  of  ho^  It 
was  cr.rried  out.  Tht^t  v/as  loft  to  an  organization  v; hi di  I  an  goirg  to  try  to 
explain  in  a  general  vay  in  a  succeeding  par ^raph. 

in  ray  first   interview  with  the   Secret-ry  of    War  he  meroly  told 
me  about  that  he  \7antGd  my  Division  of  the   Senoral  Staff  to  takr;  o^r  tiiQ 
educational  and  vocational  training  of  the  Amy,  and    th:at  later  would  ba  added 
tte  recreation  of  the  Amy  also.     All  these  rr^stters  during  tte   var  w?re   mrriod 
on  by  quasi-civil  organizations.     Ihe   Com:-.itteG  on  Education  and  Dpecial  Train- 
ing had  charge,  v;ith  the  assistance  of  all  the    great   educational    institutiom 
of  the  country,  the  eduoition  of  the   young  men  to  cualify  then  for  -^hat  vrorc 
terraed  generally  special  jobs   in  the  Aroy.       The   Committee  on  Training  Cazap  Ac- 
tivities had  charge   of  the    rocroation  of   the  Army,  generally  speaking.     All  thosn 
the  Director   of  the    './ar  Plans  Division  v/as  ordered  to  take  over  last  year,      " 
after  the. active   operations  were  over. 

After  my  interview  with  the  Secretary  of  \hr,    I  returned  tony 
office  and  consulted  v/ith  myself  and  a  cigar  for  sometime,   thinking  the  matter 
over  and  v/ondering  what    sort  of  an  orginizat  ion  might  be  test  to  carry  tLla     on, 
I  knew  that  we  have  very  few  eJEperts  in  the  Anny  on  educr-tional  work  as  such; 
that  we  had  practically  no  men  vAxo  were   billed  in  t- aching;  and  that  the  kinl 
kind  of  teaching  thr.t  we  had  to  give  the  Anny  was  a  very  special  kinJ .     A  laTt? 
part  of  the  aducatioml  work   thcit  had  to  be  given  was  oiemsntary,  yet   it   hid  i,c 


Gensral  •>.   O.Ha:m 
-5- 

bo  taught  to  icen  of  rat^^ro  yecra;   it  had     to  be  taught     to  men  in  all 
str-ges   of  advancemont.      In  fact,   the  more   I  thougrht  of  it  the  more?  ' 
complicat3d  the  prohlom  hecame  nnd  the  more  I   folt  myself  incompeteni; 
to  handle   it.     Yet   I  felt  that   it  wns  of  such  great  importance   to  the 
service  and  to  t-ie  country  tlmt  it  was  not  even  percissible   to  thirJc 
of  failure;    it  had  to  be  carried  through.     It  was  like  planning 
for  a  battle.     PJ-ilure  had  no  piaca  in   the  plans.     I  tosls  called  before  the 
ICilitary  Committees  vrho  had  mrde   this  appropriation.      I  talked  the  matter 
over  v;ith  tlsm,   and  I  briefly  outlined  my  viev;s   in  thC/  natter.    Firstly,   I 
told  them  the  problem  looired  so  big  that  I  thou^iht  they  ted  not   given  us 
enouBh  money;  and  secondly,   I  said  that   I  was  enthusiastic  in  the  matter,   that 
I  mas  perfecting  an  organization  to  cr.rry  on  th:' s  work,  and  that  by  the   end 
of  the  year  I  hox^ed  to  show  them  such  accomplisliments  in  the  educational 
\vorlc  that   they  would  gladly  give  us  more  money  Jieirt  year  to  carru  it  on, 

lo  return,    then,   to  tho  policy  that  was  established,   it  occurred  to 
me   that  during  the  \7ar  we  had  associated  with  us   some  of  the  leading  educators 
of  the  country,  men  experienced  in  educational  research  particularly,  and  men 
of  nationa.1  and  international  reputation  in  the    educational  line.  liy  mind  was 
soitewhat  eased  when  I  thought  of  these  men  and  l«:arn3d  that   they  were  still 
±n  Washington.     I   called  some   of  them  into  my  ofl'ioe  and  talted  matters  over 
v;ith  them  and   then  asked  them  to  advise  me  and  my  associates  as  to  havr  this 
•^rk  could  tost  be  developed,      I  teid  also,   of  cou:'se,   the   advantage  of   the 
advice  of  a  number  of  experienced  and  able  of f icei s  who  had  had  general 
charge  of  oducational  -.Tork  in  the  Army  during  the    war,  and  who,   after  the 
war,   had  been  sent  to  Europe  to  assist  in  the  esta'^jlishment  of  the  education- 
al system  that  was  carried  on  there  between  the  Arndstice  and  the   sailing 
Of  the  troops  for  home.     This   in  itself  was  a  great  and  successful  undertak- 
ing.    The  JUnerican  University  of  Beauna,  5Vance  which  you  liave  all  road 
about,  v/as,   however,  but  a  small  part  of  the   educational  activites  in  the 
A.E.P,     In  my  corps   in  Gert.any,    for  eJtample ,   there  OT>re   sohe   17,000  young 
men  attending  school  daily.     With  this  kind  of  assistance   I  felt  encouraged 
to  believe   that  we  should  succeed  in  establishing  the   best  possible   organiza- 
tion to  carry  on  this  work,  D  r.C.  R.  L'ann  vscll  knov/n  to  you  in  the  educa- 
tional world,  especially  in  eaucational  research,   has  been  our  principal 
civilian  assistant  at  the  v;ar  Department.     He   is  Chaim.an  of  what  we  call 
the  Advisory  Board,  consisting  of  the  following  gentlemi^ni  Dr.  C.  R.  Ifeain, 
Chaiiman,  12r.   J.  A.  Randall,  Secretary;   Dr.   J.  R.   Angell  of  the  national 
Research  tJouncil;   Di-.  S.  P.   Capen  of  the  American  Counci'.'.  of  Education; 
and  Dr.   Frederick  P.  Keppel  of  the   American  Eed  Gross.     Ibese  gentlemen 
need  no  introduction  to  you,   X  am  sure. 

Upon  recommsncLation  of  this  Advisory  Board,  after  many  conferences, 
we  decided  upon  an  organization  paralleling,   in  a  sense,    thJ  military 
organization  throughout  the  Army  for  carrying  on  the  educational  work,   T^ 
solicited    leducational  institutions  of  the   country  to  place  at  our  disposal 
for  a  period  of  one  year  some  of  their  best  ©ducsatdrs,  to  be   paud  by  us 
the   same   salaries  that   they  were  getting  in  order  to  assist  us  in  develop- 
ing the  army  educational  system,     fhese  educational  experts  wtire  placed 
at  the  disposal  of  the   local  commanders,  -  department  cOTimandcrs  and  com- 
manders of   large  camps,  -  and  constituted  what  we     called  our  field  consult- 
ing force,     They  were  local  advisors  and  were  in  constant  touch  with  tho 
general  controlling  head  at   the  VJar  Department,  v/hioh  itself  became  a  busy 
and   large  office.     V/e  also  asked  th©  .assistance   of  the  educational  v/orld  to 
supply  us  with  expert  teacgsrs  and  instructors  for  all  lines  of  work.   These 
were  assembled  at  Gamp  Grant,   Illinpls  as  a  board,  or  research  commission, 
for  developing  methods  of  instruction.     Civilian  experienced  teachers  and 
instructors  were  obtained  both  locally  and  through  the  central  office   in 
Washington,     ^teachers  and   instructors  were  also  obtained  from  among  the 
coEmissioned  officers  and  enlisted  men  of  the  Army, 


Goneral  ',v.  G.  Ha  .n, 

-6- 

And  80  we  started,     At  first  there  \vas  a   lack  of  tmiformity,   ; 
was  to  te   expected, bnt  the  commanding  of  facers,  through  the  influencje  cf  tr- 
Secretary  of  War  and  the  Chief  of  St&ff,  ani  through  their  o\vn  c>:perience, 
all  were  enthusiastic  about  the  worlc.     IThey  crg?.nized  their  a5»,rfs  so  that 
the  educational  work  became  a  part  of  the  L^i±^  schedule.   The  winter 
Season  was  particularly  favorr.ble   for  this  kind  of  v;ork,n,nd  it  \tp.s  carried 
on  with  enthusiasm. 

In  November,   1S19,   in  orfler  to  furnish  fresh  impetus  to  the 
work  and  to  learn  at  first  hand  how  our   staff  officers  and  civilian  educa- 
tors were  handling  their  jobs,  and  to  exchange  ideas,  a  general  confer- 
ence of  education  and  recreation  officers  anc'    ^zivilian  educators  and  ad- 
visors was  held  at  Camp  Taylor,  Tentucky,  vrhsro  the  general  subject  of 
Education  and  recreation  in  the  irmy  vvas  discussed  and  conclusions  look- 
ing to  more  uniformity  in  the  v;ork  were  reached. 

A  little  later,  in  January  1920,  I  asked  the  Chief  of  Staff  to 
assemble  all  the  department  commanders,   the  commanders  of  large  oamps, 
and  other  important  commanders,   in  V-'ashington  for  a  conference.     HPre 
were  diecuSsted  many  matters   in  connection  with  education  and  recreation 
in  the  Army,   the  conference  continuing  for  an  entire  week,     fhe  civilian 
educatoBB  and  officers  had  theii    say,   the  various  commanders  had.  their 
say, and  it  resulted,  we  believe,   in  very  useful  conclusions.   The  Secret-iry 
of  War  had  an  opportunity  here  to  speak  directly  to  the  principal  command- 
ers of  the  Army  and  made   them  understand  the  viewpoi^jts  not  only  of  the 
Department,  but  those  of  Congress  as  well. 

*Uid  so  the  educational  system  in  the  ^my  developed  until 
at  present  we  have  seventeen  departments,  as  follows » 

Agri culture  and  animal  indiis tries 
Animal  Transportation 

Automobiles  and  motorcycles 
Building  trades 
Business  and  clerical  work 
Electrical  machires  and  communication 
Pocdetuffs,  cooks  and  bakers 
Highvra.y  Construction  &  Topography 
Leather  and  shoes 
Hachines  and  tools 
Medical  and  dentaj. 
3£b»*'  aatals  and  Blacksmithing 
Music 

Power  and  refrigeration 
Printing  and  photographing 
Textiles  and  Canvas 
Miscellaneous 

containing  some  107  courses  of   instruction.     W©  have  in  the  civilian 
faculty  and  teaching  staff  5  advisors  at  the  T?ar  Dopartment,   59  field 
consultants  and  advisors,   1634  teachers  and  instructors.     In  addition 
the  following  Army    personnel  has  been    assigned  to  this  work:   35  of- 
ficers at  the  WashingtonCentral    Office,  -232  education  and  recreation 
officers,  all  being  staff     officers  of  local  commanders,  and  1839 
tsac^rs  and  instructors,  coiranissioned  and  enlisted  (547  commissioned 
officers  and  1292  enlisted  men).     And,  my  frieSds,   this  directing  and 
teaching  staff,   completely  under  the  control  of  the  War  Plans  Division 
of  the  General  Staff,   is     actually  giving  daily  instruction  from  three 
to  six  hours  a  day,   five  days  in  the  week,  to  more  than  100,000  soldiers 
of  the  W.   S.  army. 


General  V,  G,  Haan 

-7- 

iiPhe   country  really  does  not  yet  realize  what  an  enornous 
educational  undertaking  this   is»     I  'believe  I  am  safe  in  saying  that  noth- 
ing in  the  world  in  an  educational  waj  has  ever  before  grovai  to  such 
proportions  in  so  short  a  time,  nor  reached  th^it  class  of  men  whose  last 
chance  for  training  is  passing.     It  is  only  iiccebsary  to  visit  one  of 
these  Schools  where  there  is  given  elementary  instruction  in  rea  ling, 
in  writing,   in  arithmetic,   in  elementary  geography,   in  elementary  history, 
to  recognize  the     classes  of  men  who  are  teing  instructed  there.     They  are 
young  able-bodied  clean  loolring  boys,  not   the  kind  of  men  that  you  would 
take  for  illiterates.     Yet  here  close  to  Washington,  at  Camp  Lea,  Petersburg, 
Virginia,  where  1  inspected  2  f©w  ffi'eg'ks     ago,    I  found  these  elementary 
classes,  as  v/ell  as  many  other  courses,  going  on.  Each  class  v;as  in  charge 
Of  a  highly  experienced  teacher,-  teachers  loaneld  by  the  public  schools  of 
Petersburg  and  Richmond,  n .1  believe.  They  v«re  expert  in  their  work. 

Pour  months  ago  there  were  at   that  school  155  boys  between  tbft 
qges  of  18  and  25  who  T?ere  unable   to  read  or  write;   Hot  one  of  them  had 
been  able  to  write  a  letter  to  his  mother.     When  I  inspected  four  months    ..  '. 
after     the  school  had  been  started,  all  of  these  young  men  except  two  not 
only  could,   but  had  va-itten  home  to  their  parents.     The  reason  for  the  two 
exceptions  I  did  not  inquire,   but  in  contemplating  these  healthy  young 
S>oyB,  those  fine  looking  specimens  of  American  manhood,   I  could  not  help 
thinking  that  as  one  of  the    hundred  and  more  accoroplishnents  in  those 
schools,  this  must  stand  out  as  one  of  the  brilliant  points. 

Our  schools  are  attracting  more  and  more  men  of  this  class,  not 
only  illiterates,  but  men  who  desire  as  a  last  chan®    to  accumulate  some 
education  or  some  more  education  than  they  now  have.     The  reports  from  our 
recruiting  system  and  canmanding  officers  show  that  df  all  the  men  enlisted 
since  January  1st,   this  year,  80  per  cent  have  asked   to  be  enrolled  for  edu- 
cational   work.     So  far  our  equipment  and  teaching  force  have  not  been  suf- 
ficient to  enable  us  to  enroll  all  those  v/ho  have  rsauested  to  be   so  en- 
rolled.     In  this  connection  it  should  be  remarked  that  ©accept  for   illiter- 
ates educational  work  in  the  Army  is  wholly  voluntary  with  the  enlisted  man. 

In  this  educational  v^jrk  we  reach  a  class  of  men  who  for  some 
reason  or  other  have  during  their  school-boy  days  been  largely  passed  by, 
yet  who     have   the     spirit  and  desire  to  gain  knov;ledge.      It  is  plainly 
the  duty  of  every  individual  v;ho  is  able   to  assist  these  men  to  do  so; 
yet  some  people  have  stated  to  us  that  they  do  not  believe  in  the  educa- 
tional system  in  the  Army  because  it   seems  to  be  in  competition  with  civil 
institutions  of  learning.     Nothing  is   further  from  the   factl     This  opinion 
was  very  clearly  stated  by  President  Smith  of  the  Agricultural  and  Mechan- 
ical College  of  Mississippi,  v;ho  in  a  recent  address  in  Washington  made 
it  very  clear  that  there  was  no  competition,   that   the  v;ark  in  the  Army 
was  complementary  to  and  assisted  the  civilian  institutions   in  making 
education  more  universal  and  that   the  work  in  tiie  Army  should  be  encouraged 
by  every  educational  institution  in  the  country, 

I  hope   that  it  may  be  generally  recognized  that  the  Army  is 
earnestly  endeavoring  to  acccmplish  useful  and  economic  trk.     I  hope  that 
thfi  educators  of  the  country  may  realize     that  our  ^vork  ta  beneficial  to 
them  and  that  we  are  as  a  matter  of  feet  helping  that  loyal  body  of  men  and 
v;omen,  v;ho  are  striving  to  educate  the  youth  of  the  country,  who  have  been 
laboring  under  too  heavy  a  load,  and  vrho,   in  spite  of  many  drav.'backs,   in 
spite  of  repeated  difficulties,   in  spite  of  shorta©    cf    funds  and  inade- 
quate pay,  have  been  carrying  on  the  battle  of  elevating  the  averag^^educa- 
tion  in  our     country.       Universal  education  is  the   one  great  thing  \h  ich 
will  make  for  the  safety  of  our  country,  not  ori  y  from  the  point  of  view  of 
sufficient  povrer  for  national  defense,  but  also  from  that  of  leading  the 
country  itself  in  the  way  of  right  thinking  and  true  understanding, so 
tfebt  among  themselves   there  may  be  a  tendency  to    less  selfishness,   to  mora 
inspired  leadership,   the  principles  of  vdiich  are  alvays  the  same  in  civil     - 
life,    in  military  life, in  all  walks  of  life. 


General  '.7.  G,  aaan 
-  6- 

In  this  brief  talk  I  have  not  more  than  mentioned  the  need  of 
educated  men  for   the  great   industrial  activities   that  must  com©  into  play 
when  the  nation  is  at  war,   to  produce  the  munitions,   the  aroaitont,  the 
equipirent,   the  clothing,  .the    food,    the  transportation  and  all  the  other 
things  necessary  to  maintain  the   fighting  men  at   the   front.     To  speak  of 
this  would  be  presumptuous  on  my  part,  who  during  the  war  v/as  wholly  dis- 
connected from  this  v/ork  and  only  saw  the  results  of  it  to  the  regular  flow 
of  these  things  that  reached  the   other  side.     Those  men  and  women  can  tell 
of  this,  vjho  vrere  so  unfortunate  as  to  be  obliged  to  remain  at  home  to  look 
after  production  in  the  fields,   in  the   factories,    in  the  foundries,   in  the 
machine  shops,   in  the  Navy  Yards,     All  our  loj^al  people  ±0  did  not  get     to 
the   front,  knov/  better  than  the  fortunate  few  tff  us  who  did,  how  valiiable, 
how  essential  special  education  is   in  the  sense  of  production  and  procure- 
ment.    I  assume   that  this  phase  for   the  need  of  education  needs     no  emphasis 
from  me. 

If  I  should  be  permitted  to  step  for  a  aoment  outside  of  the 
educational  work  in  the  army,   I  would  be  persuaded  to  mention  the  Importance 
Of  more  universal  kindergarten  work  for  all  of  our  children.      It  is  In  these 
early  stages  that  the  mind  is  pliable  and  succeptable  to  proper  guidance  in 
correct  thinking,   In  learning  to  reason  honestly  to  correct  conclusions, 
simple  as  they  may  seem,   yet  ccmplei:  as  they  probd>  ly  appear  to  the  youthful 
mind.     It  is     in  these  early  stages  that   I  believe  \ve  could  and  should 
lead  the  children's  minds  in  the  correct  way  of  thinking,   in  caning  to  correct 
and  elementary  conclusions  and  in  their  later  work  to  keep  constantly  before 
their  minds  the  principles  so  inculcated.     I  fti  ink  one  of  the  greatest 
deficiencies  in  our  entire  system  of  education  Jlsqa  lack  of  leaderslilip 
among  the  very  young,   the  kindergarten  age, 

I  consider  it  a  privilege  to  liave  been  permitted  to  take  a  little 
of  your   time  in  explaining  as  best  I  am  able,   the  views  of  our  new  Army  on 
educational  iratters  as   I  understand  them.      In  closing  my  remarks   I  should 
like  to  make  a  brief  quotation  from  the  great  American  idealist  "Emerson", 
whose  poetic  mind  carried  his  vision     perhaps  beyond  the  grasp  of  our     occmon, 
plodding  minds;   yet,    I  think  it  is  well  when  vse  are  considering  reforiB  in 
education  and  culture,    to  keep  before  us  his   ideals  as  expressed  in  the   follow 
ing  passage!  , 

"There  is  an     instinctive     sense,  however  obscure 
and  yet  inarticulate,   that  the  whole   constitution  of  property, 
on  its  present  tenures,   is  injurious,   and  its  influence  on 
persons  deteriorating  and  degrading;    that   truly  the  only  interest 
for   the  consideration  of  the  State  is  jersons;     that  property 
will  always   follow  persons;   that   the  highest  aid  of  government 
is  the  culture  of  men;  aisi  if  men  can  be  educated,    the  institu- 
tions will  share  their  improvement,  and  the  moral  sentiment  will 
write  the   law  of  the  land," Emerson. 


NAIIOWAL  GJ2I2ENS'   COWfERIl^iCi:   OU  EDUCATION 

lto.y  19,20,21,    1920. 

Report  of  SECTION  IT'ETING  on  Educationr.l  Extension,  American- 
ization,  Illitoracy.   Friday,  May  21. 


The  Chairman,  Dr.   Lotus  D.  Coffiran,  presMed.       The    first  paper  of 
the  rreeting  v&b  by  vaili-JTi  L.  Ettir^er,   Superintendent    of  Schools,   Hew  York 
Ci-tj',  on  education  for  the    foreign  horn.       Superi -itendent  Ettinger  ex- 
plained the  extent  and  seriousness  of   Hie  problem  of  illiteracy  and  of 
lack   of  ability  to  speak  English  among  adults,  particularly  among  the   a- 
dults  of  New  Yorlc  State.       Ife-  suggested  as  one   solution  for  the  problem, 
special  classes  for  non-lnglish- speaking  people,   and  he  stated  that  such 
classes  are  being  conducted  in  ITew  York  City  in  large  numbers.       He  ex- 
pressed  the  belief  tfet  the  chief  agency  of  Americanization  is  th©  day 
school  in  which  the   children  of   the   foreign  born  not  only  learn  the  English 
l>ngu;ige,  but  becorre   accustomed  to  American  institutions.       These  children 
Americanize  the  hoire    to  a  large  extent.       He  stated  tlat  there  are  seventy- 
four  evening  elementary  schools  in  Kew  Yoit  City  doing  great  work  among 
the   foreign  born.       '.Thile   the  city  and   State  of  New  York  are   supporting 
generously  elementary  education  for  adults,  Mr.  Ettinger  expressed  the 
belief  that  the   federal  gOTernment   should   stimulate  ami  aid  this  work  in 
th*!  States. 

Superintendent  Ettinger's  paper  produced  very  aninp.  ted  ani  interesting 
discussion  in  which  a  large  number  took  part.     Dr.   Thocas  M.Balliet,   in 
discussing  the  paper,  emphasized   the  necessity  for  using  tl©  best  method 
of  teaching  if  the  work  in  Americanization   ifi   to  be  effective.     Among  the 
things  suggested  by  him  were  the  following: 

a.  That  learnir;g   to  speak  English  iB  more  important  than  learning  to 
read  it.       Hence,   if  there   is   tirrio  for   only  one,   the  speaking  should   be 
given  precedence. 

b.  That  #e  should  not    expect  too  much  of   foreign  born  adults  in 
learning  to  speak  English,   but  that  considerable  can  be  done  for  adults   in 
the  way  of  facericanization.     le  should  be   sure   that  their  claildren  are 
getting  an  American  educati  on  so  tSaat  the  older  people  nay  become  American- 
ized through  tham.     We  can  give  fcreign-born  adults  lectures  on  America 

in  their  own  language  and  we  can  supply  them  books  explaining  American 
history  and  institutions  written  in  their   own  language. 

c.  That  the   direct  method   shouldbe  used  in   teadiing  English  to 
adults,  but   thit  this  direct  method  must  also  be   the   riStural  method,  vthioh 
implies  that  people  learn  to  urderstand   tha    langu-^ge  before  learning  to 
speak  it  v.rd   that  this  is   trvs   of  all  children.       Vfe  should  therefore  have 
our  children  speak  English  a  great  deal  to  classes  of   foreign  bcrn  adults 
and  permit  them  to  reply  in  their   own  language   for   a   time. 

d.  That  we  should  aim  fear   fluency  in  teaching  English  rather  than 
correctness,  and  we  shouldbe  careful  not    to  inhibit  thought  by  placing 
too  much  emphasie  on  correctness.     He  dosed  his  discussion  by  emphasizing 
the  fact  that  older  people  of  foreign  birth  are  now  being  educated  by  many 
surroxinding  influences  and  it  is  necessary  that   those  vh.o  love  America 
should  see  that  they  are  given  the  right  view  of  iimerica.     The   Mayor  of 
Toledo,   Ohio,  emphasized  his  belief  that  a  home    circle   is    the  greatest 
need  of   foreign  born  men,  and  he  suggested  that   foreign  born  nen  residing 
in  this   country  should  be  permitted  to  seni    for  jroung  women  in  their  native 
villages  Thorn  they  v,oul4  marry  upon  their  arrival  in  this    country.     Hs 
further  expressed  very  strongly  the   belief  that  the   foreigi  born  citizens 
are  treated  very  badly  in  this   country  from  the    ti-re   of   their  arrival,    in- 
timating that  they  are  neglected,  exploited,  and   treated  with  considerable 
coldness.       Mr.  V/illiam  C.   Smith,   Supervisor   of  Inir:..'.grant  Education,  New 
York  State,  denied   thB  inti -rations  of   the   previous  spealser  to  a  large 
extent  and  explained  the   sympathetic  method  being  vsed  in  Americanization 
work  throughout  JTew  York  State. 


SECTION  IfEETI'IG  -   May   31 

-2- 

The  second  spaater  on   the  program  being  absent,   the  topic  was  omitted. 
The   third  spaixkgr  'vas  Forest  B.  Spaulding  of  the  Anioricn,n  Library  Association, 
\7ho  read  un  interesting  paper  on  Library  Extension.       Th:   paper  mi^t  bo 
sumiiarized  as  follows: 

To  visualize   t'.is  field  one  has  but  to  think 

1.  Of   the   iren  amti  ^.^men  of  high   school  asitl  c©ll©g©  age  who  vrent 
into  military  service  -  rmny  of  vaaon  "rf.ll  not   begin  again 
their  fornal  education  but  -jho  ni^t  be  stimulated  to  embark 
upon  a  reading  course. 

2.  Of  th©  boys  an4  :^rls  vho  each  year  leave  school  to  enter 
business,  and  vho  are  potential  students,   especially  during 
their  first  few  years  out   cf  schoal. 

3.  Of  the  iren  ani  woiren  vho,  because  of   lie   changing  v,-orld 
conditions,  are   eager   for  more   infcrimtion  on  the  history 
and  theory  of  government,  economics  c-rA.   social  development, 

4.  Of  the  millions  of   '"omen,   recently  enfranchised,  \*io  want 
to  know  more  about    government  and  politics. 

5.  Of  the  foreign-born,  enthusiastic  in  their  desire  to  learn 
more  about  democracy,  American  ideals  and  citizenship. 

6.  Of  the  men  and  v^jmen,  forced  by  economic  competition  and 
the  high  cost  of  living  to  seek  ways  of  increasing  their 
earning  capacity. 

7.  Of  the  millions  of  men  and  TOmen ,  boys  and  girls,  v/ho  realize 
their  educatiOK^l  limitations  and  want,   in  their   ambitious 
moments,   to  continue  their  education  along  various    lines, 

by  serious  reading. 

8.  Of  the   thousands  of  dollars   spent   on  correspondence  school 
cources,  and   the   thousands  enrolled  in  study  clubs. 

The   Chairman,  Dr.  Coffman,   appointed  th©   £bll07;ing  committee  to  pre- 
pare resolutions: 

Thomas  M.  Balliet,  Chairman 
Jo2in  L.Riley,  Secretary 
J.  G.  Collicot 
•    V/illiam  L.  Ettinger 
V.'illiam  C.   Smith 

The    following  resolutions  v»re  prepared  ana  adopted: 

Besolved: 

1.  That  Americanization  is  raiinly  a  problem  of  the  public  schools, 
day  and  evening. 

2.  That  in  the  case  of  adult  foreigners,  ^jiBricanization  is  not 
possible  without   their  cooperation  and  -Althout  a  recognition 
Of   the  contribution  in  the  way  of  hard  craft,  appreciation 
of  art,  nrd  respect   for  law  and    order,  rhich  they  bring  as 
an  asset  to  our  National  life. 

3.  That  opportunities  for  acquiring  the  English  langtiag©  and  a 
knov^ledge   of  American  history  and  government,  as  a  prepara- 
tion for  ooraplete  citizenship,   should  be  provided   in  suijh 
places,   other   than  the  school,  and   it   such  hours,  as  will 
make    it  possible  for  adults  to  atterd. 


SVICTTON  MT^ETI^^G  -  May 


-3- 


4.  Tha  c  iny  effective  program  of  Americanization  requires 
the  coorerati  on  of  •^ll  regencies  with  'vhich  the  foreigner 
is  brought  into   contact,  -  relicious,   social,    induetrial 
ard  goverrariental. 

5.  That  a  rrjore  friendly  and  sympathetic  v;elcorae  should  ho 
givsn  the  foreigner  upon  his  arrival  at  American  ports 
than  has  hitherto  prevailed. 

6.  ^Jhst  the  ir.Tir.ediate  problem  ie    that  of  extendi  re   th&  \7ork 
aire;  dy  effectively  hegun  and   it    calls  for   the  most 
generous  finrjicial  support,  both  State  ard  national. 


Thor.as  M,   Balliet,  Chairman, 
John  L.  Riley,   Secretary 
J.   G.  Gollicot, 
V/illian  L.  Ettinger, 
■-Villi am  C.   Smith. 


(Reporter's  Note:       This  report  is  supposed  to  contain  only  the 
minutes   of  thf  informal  afternoon  conferences.       However,   Dr.    Claxton's 
office  has  ordered  a  cjpy  of  the  entire  verbatim  report  of  Special  !To. 
1  Conference,  held  at  the  Kev;  Washington  Hotel  on  Friday  afternoon, 
entitled:      "The  appeal  to  the   people."       One  address   from  this  special 
afternoon's  conference,   however,    that  on  the  subject  of  "The  Interest 
of  Patriotic  Societies   in  the  Promotion  of  i-Aucation,  read  by  }.Irs. 
George  I,:aynard  llinor.  President,   General  National  D.A.R.,    is   included 
herewith,   and  immediately  follows. 

If  anyone  desires  a  copy  of   the  vei'batim  proceedings   of  this 
special  afternoon's  conference,    it  maybe   secured  by  addressing  the 
office  of  the  shorthand  reporter,  Rexford  L. Holmes,    Inc.,   321-323 
Southern  Building,  Washington,   D.C         An  additional  charge  of  $2.50 
will  be  made   for  this  verbatim   transcript. 

Immediately  following  I'ts  .  I'inor's  address,   will  be  the  minutes 
of  the  conference   in  question,   as  reported  by  the  Secretary  of  the   in- 
formal conference.      .There   is,   of  course,   no  charge   for   tho  minutes   in- 
cluded in  this  report.     The  e>-tra  charge   of  $2.50  above   indicated  is 
for   the  verbatim  transcript   of   every  word  said  during  this   special   in- 
formal  i?riday  Afternoon  Conference.  This  'was   the   only  special  infor- 
mal conference  reported  verbatim,  v;ith  the  exception  of  the  Conference 
which  irrji£dia te ly  followed  on  the  Roof  of  the  Washington  Hotel,  at 
which  time  resolutions  were  presented  and  adopted,   special  notes  con- 
cerning which  will  be  made  later   in  this  report. 


EEXFCED  L.   HOUES, 
Shorthard  Reporter 


THE  INTEREST  OP  PATRIOTIC 
SOCIETIES  IN  THE  PRCMOTIcai  OP  EHJCATION. 

By 

Mrs.   George  Maynaxd  Minor, 
President  General,  National  Society  Daughters  of  the  iiinerican  Hevolution. 


The   subject  given  ae  for  this  cccasicn  is  tec  "road  for  adequate  treat- 
ment in  the  brief  tiue  at  cur  disposal,   nor  can  I   speak  with  authority  for 
any  patriotic   society  hit  uy  cvm,    the  National  Society  cf  the  Daughters  cf 
the  Anerican  Hevclution. 

All  patriotic  organisations  have  mde  opportunities  opening  before  thea 
in  the  field  of  education  alcng  lines  which  are  peculiarly  their  own  and  in 
the  promotion  cf  which  they   should,   and  dc,    take  a  keen  interest.     This  field 
is  liaited.      Its  opportunities  lie  not  sc  auch  in  the  prosiotion  of  general 
education  as  in  that  of  historical  and  patriotic  education  —  in  other  words, 
cf  Americanization.      This  is  a  nmch  cver-wcrked  v/ord  which  I  desire  to  avoid 
as  Aiuch  as  possible,    and  which  in  ny  opinion,   is  ill-advised  from  the  view- 
point cf  the  foreign  victia.     The  caking  cf  good  Anericans  is  the  peculiar 
nission  cf  the  patriotic  society,    but  to  aake  an  American   should  net  consist 
in  an  attenpt  to  uproot  the  foreigner's  love  cf  his  native  land.     It   should 
consist   solely  in  the  teaching  cf  the  ideals  and  practice  cf  Amei'ican  citizen*- 
ship,   its  duties  and  responsibilities  as  well  as  its  privileges;   in  the  under- 
lying principles  of  American  institutions  and  American  forms  of  government,    and 
in  demanding  that  to  these  the  foreigner   shall  be  loyal   so   long  as  he  lives  here 
under  their  protection.     This  is  the  chief  aim  and  interest  of  the  patriotic 
society  in  educaticn,   and  it  includes  in  its  scope  the  native  American  who 
quite  frequently  heeds  Americanizing  more  than  Ms  foreign  brcther. 

The  preservation  cf  records,    the  memorializing  of  the  past'i    the  promotion 
of  historical  research  and  study,    the  perpetuation  of  the   spirit  cf  the  found- 
ers cf  this  country  from  the  Pilgrims  onwards. —  these  are  not  the  whole  duty 
cf  the  patriotic  society. 

Its  contribution  should  be  made  net  alone  to  the  glorious  past  but  also 
tc   the  living  futui-e.     It  should  build  up  the  citizen  of  to-day  ,cn  the  found- 
ation cf  yesterday.     Monuments  cf  stone  and  bronze  have  high  purposes  to   serve, 
sacred  memories  tc  keep  alive,  and  anncbling  influences  to   shed  upon  succesive 
generations;  but  if  the  memorial  is  not  supplemented  by  the  educational  it 
remains  naught  but  lifeless  bronze  and  stone,   a  dead  lettQir  on  the  present, 
living  page  cf  history  in  the  making. 

The  patriotic  society  must  not  rest  content  with  preserving  the  memories 
of  the  past,    searching  backwards  int^  history,   and  telling  how  this  country 
was  founded,   what  its  founders  did,    and  how  its  institutions  came  to  pass, 
It  iiUst  teach  what  those  institutions  are.      It  must  educate  the  general  mass 
cf  the  people  in  the  underlying  principles  of  cur  free  institutions  and  re- 
presentative form  of  government,   explaining  what  they  mean,   how  they  operate, 
and  why  they  demand  and  'deserve  our  undivided  loyalty  and  sacred  pledge  of 
whole-souled  allegiance.     It  should  recognize  that  this  form  of  educaticn  is  the 
most  fitting  memorial  that  can  ever  be  erected  to  the  men  and  women  who  gave 
their  lives,    their  fortunes,    and  their   sacred  honor  that  human  liberty  and  self- 
government  might  be  established.     To  be  v/crthy  cf  such  ancestors  is  the  plain 
duty  of  their  descendants  who  make  up  the  patriotic   societies,   and  this  duty 
is  best  fulfilled  not  only  by  perpetuating  the  memory  of  the  historic  fact, 
but  also  bj'"  projecting  the  fact  itself  as  a  living  thing  into  the  life  cf 
the  present.     Of  what  avail  to  write  the  histcry  cf  our  constitution  if  we 
fail  to  keep  alive  the  constitution  itself  as  the  tmcancelled,    living  charter 
of  ^ur  liberties?     The  museums  are  full  cf  dead  documents,    but  they  belong 
for  the  most  part  tc  dead  nations. 


Mrs^    GeorGS  Ivlaynard.  Minor 

-2- 


-    The  peculiar  interost  of  the  patriotic   society,    therefore,    is  to  build 
up  a  citizenry  capahle  cf  rjidsr standing  its  ovm  gcvemocnt  and  perfcraing  its 
duties  therein.      Thi      shculd  be  the  ultL~at&  object  cf  its  historical  and 
couneacrative  activities.      That  aany  patrictic   societies  prcaote  this  object 
in  a  general  way  is  n;  d.ubt  true.      Of  then  I  am  not   q;aalified  to    speak.      But 
to   the  National  Society,    Daushtsrs  of  the  ;merican  Hevclution  such  a  state- 
luent  cf  objects  is  to   qa-~^te  its  cc-nstituticn,   unchan^edin  this  respect   since 
its  adoption  thirty  years  ago.      It    says  in  Article    'I:; 

"The   objects  cf  this  society  are:      (l.)   To  perpetuate   the  aeaory  iJid 
spirit  cf  the  aen  and  wcnen  who  achieved  ;i,aerican  Independence,    by  the  ac- 
quisition and  protection  of  historical   spots,   and  the  erection  cf  ncrroLients;. 
%  the  enccurageaent  cf  Listcrical  researcTi  in  relation  tc   the  PLevolution  and 
the  publication  cf  its  results;    t^'  the  preservation  cf  dccunents  and  relics, 
and  cf  the  records  cf  individual   soldiers  and  patriots,   and  by  the  prcaction 
of  celebrations  cf  all  patrictic  anniversaries,      (2.)     To  carry  cut  the  in- 
junction cf  Washin?:t^n  in  his  farewell  address  t:.   the  Aciercian  people,    'tc 
prcincte,    as  an  object  cf  primary  importance,    institutions  for  the  general 
diffusion  of  knowledge;    thus  developing  an  enlightened  public  opinion,   and 
affording  to  young  and  old  such  advantages  as  shall  develop  in  tbhein  the 
Isirgest  capacity  for  performing  the  ijities  cf  Merican  citizens. 

(3.)  Tc  cherish,  aaintain  and  extend  the  institutions  cf  JL:erican  freedca, 
to  foster  true  patrictiaa  and  love  of  country,   and  to  aid  in  securing  for 
nankind  all  the  blessings  of  liberty," 

To  those  who  have  regarded  the  Daughters  cf  the  iknerican  Eevcluticn  as 
an  organization  solely  devoted  to  glorification  of  the  past,    these  stated 
cbjects  showing  work  for  the  living  present  will  coae  as  a  surprise,     /.nd  yet 
for  at  least  a  quarter  cf  a  cent-irry  cur  Society  has  been  quietly  engaged 
throughout  the  country  in  teaching  American  ideaels  of  citizenship  to   foreign- 
ers and  natives,   long  before  the  country  at  large  realized  that  this  phase  of 
education  was  becoming  acre  and  more  necessary  to  the  continuance  of  its  inr   '  •■  . 
stitutions,     Fe     were  teaching  this  sc-called  Aiirericanization  for  years  before 
that  term  was  invented.      It  is  but  a  new  naije  for  an  old  and  accustomed  activ- 
ity among  tthe  Daughters  v/hich  they  called   "-Patriotic  Education  ",    and  year 
after  year  under  that  name  they  have  promo trd  the  education  cf  the  immigrant 
in  the  meaning  of  toerican  citizenship,   and  in  the  allegiance  he  ewes  to  cur 
governiiient  and  to  our   flag. 

TJhat   the  Daughters  cf  the  Jimerican  Zavolution  have  been  doing  for  years 
has  now  become  the  hue  and  cry  cf  an  aroused  and  awalrened  nation. 

"Americanization"  has  become  the  watch-word  of  the  hour.     V.hat  was  cnee  the 
distinctive  contribution  cf  at  legist  one  patriotic  society  and  doubtless  cf 
others  to  the  scheme  of  education  has  new  become  the  admitted  policy  of  our 
whole  educational   system,   national,    state  and  local,   v/ith  the  co-operation 
more  cr  less  coTifused  and  duplicating,    of  every  kind  of  organiviation  engaged 
in  social,    educational  or  welfarel  work  in  the  xountry.     Let  us  hope  that  this 
feuerish  energy  now  being  expended  more  or  less  wisely  may  settle  down  into 
a  sane,    sound  and  practical  handling  of  the  problems  that  confronted  us  as  the 
land  of  refuge  fcr  every  nationality,   and  as  the  cvsrtclerant  mother-land  cf 
the  American  parlor  Bolshevist  and  preacher  cf  sedition  who  would  overthrow 
our  government  by  force  and  substitute  therefor. the   state  of  things  now 
existing  in  that  ghastly  failure  —  blood-scaked,   Soviet  Russia. 

It  remains  tc  outline  briefly  a  few  cf  the  varied  educational  activities 
cf  the  Daughters  cf  the  American  Eevcluticn  as  their  contribution  to  the 
cause  cf  popular  education. 

• 

The  Society's  work  is  local,    state,    c-Jid  national  in  scope,    done  -under 
the  direction  cf  its  national  goverriOental  body. 


Mrs  George  Maynard  Ivlinor 

-3- 


llie  Society  has  been  deeply  interested  in  the  illiterates  of  our 
Southern  mountains  -     those   sturdy,  pure-blooded  Anericans  wh6m  wo  need 
iLore   than  ever  to-dai'  as  an  iimericanizing  element  in  our  tody  politic, 
'dcliolarships  are  annually  isaintained  in  many  of  the  Southern  Schools  and 
colleges  for   the  benefit  of  this  fine  old  mountain  stock  whose  ancestors 
at  King's  Mountain  and  Yorktovvn  decided  the  issue  of  the  Revolutionary  War. 
T'e  are  doing  the  work  which  the   state  and  federal  g  ^vex'nments  should  do 
for   these  isolated  mountain  peoples  of  the  South, 

The  Ivls^rtha  Berry  Schools  for  the  Georgia  Mountaineers  vvas  founded  by 
a  Daughter  and  is  one  of  our  chief  beneficiaries.     The  Tomassee  School  in 
South  Carolina  is  a  D.A.E,    institution  founded  and  managed  by  the  Daughters 
of  that  Staite.     Maryville  College  in  Tennessee  is  the  recipient  of  thousands 
of  dollars  in  annual  and  perpetual   scholarships  for  worthy  mountain  girlsi 
who  carry  their  education  back  to  their  people.     Forty-three   schools  and 
colleges  are   the  recipients  of  D,A.R,   aid. 

In  the  first  twenty-five  years  of  our  life  as  an  organization,    the 
sum  of  $91,415.75    has  been  the  reported  but  far  below  the  actual  con- 
tribition  to  this  Southern  mountain  work,   and  $70,945.88  to  other  education- 
al institutions,    thereby  fulfilling  ?lashington*  s  injunction  and  our  own 
constitutional  pledge  to  "promote  institutions  for  the  general  diffusion  of 
knowledge." 

Chapters  throughout  the  country  have  founde"!  and  donated  public  li-- 
braries  and  assisted  those  already  in  existence  vdth  gifts  of  money,   books 
and  pictures;   they  have  given  prizes  tn  the  piublic  shcools  for  essays  on 
Merican  history,   and  in  general  on -Waat  it  means  to  be  an  Aaerican  citizen; 
they  started  night  schools  for  foreigners  at  a  time  when  such  things  were 
a  new  idea  to  our  Boards  of  Education;    they  held  free  illustrated  lectures 
for  foreigners  in  American  history  in  their  o\'vn  tongues  they  have  given 
thousands  of  flags,   books,   and  pictures  to   schools  and  at  the  sSms  time 
teaching  the  correct  use  of  the  flag  and  pointing  out  the  many  forms  of  abuse, 
from  ignorant  misuse  to   deliberate  desecration,    to  which  our  flag  has  been 
continually  subjected;   they  introduced   the   salute  to  the  flag  and  the  proper 
singing  of  the   "Star  Spangled  Banner"  in  many  shcools  and  public  ceremonies; 
they  have  distributed  flag  rules  by  the  thousand  and  agitated  for  a  Federal 
law  for  the  proper  protection  of  the  flag;    they  assist  historicsil  societies 
and  maintain  historical  collections  of  their  own  which  are  freely  exhibited 
to  the  public;   they  started  some  of  the  first  traveling  libraries  for  foreign- 
ers in  their  own  language  and  maintain  free  reading  rooms;   they  have  dis- 
tributed thousands  of  copies  of  the  Constitution  of  the  United  states,    the 
Declaration  of  Independence  and  the  American's  Creed  in  the   schools,    in 
factories  and  public  places  of  all  kinds;    and  they  have  formed  boy's  and 
girl's  clubs  whose  chief  object  is  to  promote  understanding  and  love  for  the 
traditions  and  institutions  of  this  country     and  loyalty  to  its  flag. 

Kotably  among  these  last  are  the  clubs  of  "Children  and  Sons  of  the 
Republic",    carried  on  in  many  states  for  the  past  fifteen  years  under  the 
guidance  of  the  D,A.R,     These   self-governing  clubs  are  entirely  the  creation 
of  the  D.A.R, ,   and  are  composed  of  foreign   boys,  who  are  thus  learning  what 
is  meant  by  self-government  and  obedience  to  law  in  a  free  country.     These 
clubs  turn  out  little  Americans  by  education  and  ^option,   while  our   socie- 
ties of  the   "Children  of  the  American  Revolution"  are  doing  the  same  thing  for 
little  Americans  by  birth,   who  frequently  need  more  teaching  about  wliat  is 
meant  by  being  an  American  than  do  their  foreign  brothers  and  sisters.     The 
members  are  taught  Aasrican  history,   civil  government,  parliamentary  law 
and  procedure  and  flag  emd  military  drills,   while  the  clubs  of  "Q'irl  Home 
Mcikers"  accomplish  the   same  object  for  the  girls,   with  the  addition  of 
education  in  the  idea  and  practice  of  the  American  home. 

For  years  the  D.A.E.   have  agitated  for  a  safe  and  sane  as  well  as 
patriotic  celebration  of  Independence  Day  -  and  are     seeing  their  efforts 
bearing  fruit  in  the  more  dignified  observance  of  that  day  through  parade 
and  pageantry,  patriotic  music  and  addresses. 


Mrs.   George  Maynaxd  Minor 

-4- 


Ten  years  ago  the  Daughters  of  the  Merican  Revol-ution  in  Connecticut 
took  the  lead  in  the  education  of  the   foreigner  by  the  publication  and  fin- 
ancing of  a  book  of  iiformation  entitled  "Guide  to  the  United  States  for  the 
Immigrant"  which  achieved  a,  nation-wide  reputation  and  is  still  in  demand. 
2he  Daughters  of  Connecticut  spent  over  $^200.,   raised  among  themselves, 
upon  the  publication  of  this  vrork  in  four  languages,   English,    Italian, 
Yiddish  and  Polish.      The  book  contains  over    sixty  prices  of  information  v/hich 
the   imnigrant  needs  the  most  v/hen  landing  on  our   shores  -  information  about 
the  laws  and  customs  that  affect  his  daily  life,   about  our   schools  and  librar- 
ies,  our  government  and  our  naturalization  requirements,    all  set  forth  in 
the   spirit  of  friendly  helpfulness  which  is  the  only  true  method  of  the  kind 
had  been  attempted  on  so  large  and  complete  a  scale. 

The  Society  is  now  redoubling  its  efforts  along  all  these  familiar   lines 
and  developing  new  ones,    such  as  the  giving  of  scholarships  to  foreigners 
and  the  training  of  expert  foreign  teachers  in  Americanization  in  such  in- 
stitutions as  the  American  International  College  at  Springfield,  Massachu- 
setts and  the  Schaffler  School,  in  Cleveland. 

Resolutions  adopted  at  its  recent  Congress  voice  the  Society's  interest 
in  the  foremost  educational  questions  and  problems  of  the  hour.      It   stands 
solidly  back  of  universal  and  compulsory  military  training  as  it  did  two 
years  ago.      It  endorsed  the  vocational  and  general  plans  now  being  projected 
for  our  peace-time  army  and  the  plans  for  universal  physical  education  in  our 
public  schools.      It  is  promoting  higher  pay  for  teachers  in  our   schools,    deem- 
ing  it  a  national  disgrace   that  the   trainers  of  otot   children  should  receive 
less  than  our  dishwashers  and  cooks. 

This  is  but  an  inadequate  outline  of  the  part  the  Daughters  of  the 
American  Revolution  have  played  and  are  playing  in  the  educational  activi- 
ties of  our  country.     It   simply  illustrates  tbe  kind  of  interest  in  the  pro- 
motion of  education  which  a  patriotic   society,    the  descendants  of  our  founders, 
should  properly  taks.      It  points  out  the  pathway  that  we  have  consistently 
followed  ourselves  since  the  early  years  of  the  organization.     It  has  been 
well   said  that  "vAiere  there   is  no  vision  the  people  perish".     The     Daughters 
of  the  American  Revolution  have  ever  conceived  it   to  be  their  duty  and  high 
privilege  to  keep  bright  the  vision  of  the  forefathers  when  they  established 
a  nation  where  government  of  the  people,    by  the  people  and  for  the  people 
should  be  builded  upon  the  foundations  of  an  enlightened,   and  intelligent  and 
a  loyally  all-American  citizenship,   without  hyphen  and  without  divided  alleg- 
iance. 


fi^ 


YH  01802 


v. 


